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//
// Redistribution and use in source and binary forms, with or without
// modification, are permitted provided that the following conditions
// are met:
// * Redistributions of source code must retain the above copyright
// notice, this list of conditions and the following disclaimer.
// * Redistributions in binary form must reproduce the above copyright
// notice, this list of conditions and the following disclaimer in the
// documentation and/or other materials provided with the distribution.
// * Neither the name of NVIDIA CORPORATION nor the names of its
// contributors may be used to endorse or promote products derived
// from this software without specific prior written permission.
//
// THIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS ``AS IS'' AND ANY
// EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE
// IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR
// PURPOSE ARE DISCLAIMED. IN NO EVENT SHALL THE COPYRIGHT OWNER OR
// CONTRIBUTORS BE LIABLE FOR ANY DIRECT, INDIRECT, INCIDENTAL, SPECIAL,
// EXEMPLARY, OR CONSEQUENTIAL DAMAGES (INCLUDING, BUT NOT LIMITED TO,
// PROCUREMENT OF SUBSTITUTE GOODS OR SERVICES; LOSS OF USE, DATA, OR
// PROFITS; OR BUSINESS INTERRUPTION) HOWEVER CAUSED AND ON ANY THEORY
// OF LIABILITY, WHETHER IN CONTRACT, STRICT LIABILITY, OR TORT
// (INCLUDING NEGLIGENCE OR OTHERWISE) ARISING IN ANY WAY OUT OF THE USE
// OF THIS SOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE.
//
// This file was generated by NvParameterized/scripts/GenParameterized.pl
#include "ClothingActorParam_0p9.h"
#include <string.h>
#include <stdlib.h>
using namespace NvParameterized;
namespace nvidia
{
namespace parameterized
{
using namespace ClothingActorParam_0p9NS;
const char* const ClothingActorParam_0p9Factory::vptr =
NvParameterized::getVptr<ClothingActorParam_0p9, ClothingActorParam_0p9::ClassAlignment>();
const uint32_t NumParamDefs = 72;
static NvParameterized::DefinitionImpl* ParamDefTable; // now allocated in buildTree [NumParamDefs];
static const size_t ParamLookupChildrenTable[] =
{
1, 2, 3, 8, 9, 10, 11, 12, 13, 14, 15, 20, 23, 26, 27, 29, 40, 56, 59, 60, 61, 63,
65, 66, 67, 68, 69, 70, 4, 5, 6, 7, 16, 17, 18, 19, 21, 22, 24, 25, 28, 30, 31, 32,
37, 38, 39, 33, 34, 35, 36, 41, 47, 48, 53, 54, 55, 42, 43, 44, 45, 46, 49, 50, 51,
52, 57, 58, 62, 64, 71,
};
#define TENUM(type) nvidia::##type
#define CHILDREN(index) &ParamLookupChildrenTable[index]
static const NvParameterized::ParamLookupNode ParamLookupTable[NumParamDefs] =
{
{ TYPE_STRUCT, false, 0, CHILDREN(0), 28 },
{ TYPE_MAT44, false, (size_t)(&((ParametersStruct*)0)->globalPose), NULL, 0 }, // globalPose
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->useHardwareCloth), NULL, 0 }, // useHardwareCloth
{ TYPE_STRUCT, false, (size_t)(&((ParametersStruct*)0)->flags), CHILDREN(28), 4 }, // flags
{ TYPE_BOOL, false, (size_t)(&((ClothingActorFlags_Type*)0)->ParallelCpuSkinning), NULL, 0 }, // flags.ParallelCpuSkinning
{ TYPE_BOOL, false, (size_t)(&((ClothingActorFlags_Type*)0)->RecomputeNormals), NULL, 0 }, // flags.RecomputeNormals
{ TYPE_BOOL, false, (size_t)(&((ClothingActorFlags_Type*)0)->Visualize), NULL, 0 }, // flags.Visualize
{ TYPE_BOOL, false, (size_t)(&((ClothingActorFlags_Type*)0)->CorrectSimulationNormals), NULL, 0 }, // flags.CorrectSimulationNormals
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->fallbackSkinning), NULL, 0 }, // fallbackSkinning
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->slowStart), NULL, 0 }, // slowStart
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->useInternalBoneOrder), NULL, 0 }, // useInternalBoneOrder
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->updateStateWithGlobalMatrices), NULL, 0 }, // updateStateWithGlobalMatrices
{ TYPE_U32, false, (size_t)(&((ParametersStruct*)0)->uvChannelForTangentUpdate), NULL, 0 }, // uvChannelForTangentUpdate
{ TYPE_F32, false, (size_t)(&((ParametersStruct*)0)->maxDistanceBlendTime), NULL, 0 }, // maxDistanceBlendTime
{ TYPE_U32, false, (size_t)(&((ParametersStruct*)0)->clothingMaterialIndex), NULL, 0 }, // clothingMaterialIndex
{ TYPE_STRUCT, false, (size_t)(&((ParametersStruct*)0)->lodWeights), CHILDREN(32), 4 }, // lodWeights
{ TYPE_F32, false, (size_t)(&((LODWeights_Type*)0)->maxDistance), NULL, 0 }, // lodWeights.maxDistance
{ TYPE_F32, false, (size_t)(&((LODWeights_Type*)0)->distanceWeight), NULL, 0 }, // lodWeights.distanceWeight
{ TYPE_F32, false, (size_t)(&((LODWeights_Type*)0)->bias), NULL, 0 }, // lodWeights.bias
{ TYPE_F32, false, (size_t)(&((LODWeights_Type*)0)->benefitsBias), NULL, 0 }, // lodWeights.benefitsBias
{ TYPE_STRUCT, false, (size_t)(&((ParametersStruct*)0)->windParams), CHILDREN(36), 2 }, // windParams
{ TYPE_VEC3, false, (size_t)(&((WindParameters_Type*)0)->Velocity), NULL, 0 }, // windParams.Velocity
{ TYPE_F32, false, (size_t)(&((WindParameters_Type*)0)->Adaption), NULL, 0 }, // windParams.Adaption
{ TYPE_STRUCT, false, (size_t)(&((ParametersStruct*)0)->maxDistanceScale), CHILDREN(38), 2 }, // maxDistanceScale
{ TYPE_F32, false, (size_t)(&((MaxDistanceScale_Type*)0)->Scale), NULL, 0 }, // maxDistanceScale.Scale
{ TYPE_BOOL, false, (size_t)(&((MaxDistanceScale_Type*)0)->Multipliable), NULL, 0 }, // maxDistanceScale.Multipliable
{ TYPE_U64, false, (size_t)(&((ParametersStruct*)0)->userData), NULL, 0 }, // userData
{ TYPE_ARRAY, true, (size_t)(&((ParametersStruct*)0)->boneMatrices), CHILDREN(40), 1 }, // boneMatrices
{ TYPE_MAT44, false, 1 * sizeof(physx::PxMat44), NULL, 0 }, // boneMatrices[]
{ TYPE_STRUCT, false, (size_t)(&((ParametersStruct*)0)->clothDescTemplate), CHILDREN(41), 6 }, // clothDescTemplate
{ TYPE_F32, false, (size_t)(&((ClothDescTemplate_Type*)0)->collisionResponseCoefficient), NULL, 0 }, // clothDescTemplate.collisionResponseCoefficient
{ TYPE_U16, false, (size_t)(&((ClothDescTemplate_Type*)0)->collisionGroup), NULL, 0 }, // clothDescTemplate.collisionGroup
{ TYPE_STRUCT, false, (size_t)(&((ClothDescTemplate_Type*)0)->groupsMask), CHILDREN(47), 4 }, // clothDescTemplate.groupsMask
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits0), NULL, 0 }, // clothDescTemplate.groupsMask.bits0
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits1), NULL, 0 }, // clothDescTemplate.groupsMask.bits1
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits2), NULL, 0 }, // clothDescTemplate.groupsMask.bits2
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits3), NULL, 0 }, // clothDescTemplate.groupsMask.bits3
{ TYPE_BOUNDS3, false, (size_t)(&((ClothDescTemplate_Type*)0)->validBounds), NULL, 0 }, // clothDescTemplate.validBounds
{ TYPE_U64, false, (size_t)(&((ClothDescTemplate_Type*)0)->compartment), NULL, 0 }, // clothDescTemplate.compartment
{ TYPE_U64, false, (size_t)(&((ClothDescTemplate_Type*)0)->userData), NULL, 0 }, // clothDescTemplate.userData
{ TYPE_STRUCT, false, (size_t)(&((ParametersStruct*)0)->shapeDescTemplate), CHILDREN(51), 6 }, // shapeDescTemplate
{ TYPE_STRUCT, false, (size_t)(&((ShapeDescTemplate_Type*)0)->flags), CHILDREN(57), 5 }, // shapeDescTemplate.flags
{ TYPE_BOOL, false, (size_t)(&((ShapeDescFlags_Type*)0)->NX_SF_VISUALIZATION), NULL, 0 }, // shapeDescTemplate.flags.NX_SF_VISUALIZATION
{ TYPE_BOOL, false, (size_t)(&((ShapeDescFlags_Type*)0)->NX_SF_DISABLE_COLLISION), NULL, 0 }, // shapeDescTemplate.flags.NX_SF_DISABLE_COLLISION
{ TYPE_BOOL, false, (size_t)(&((ShapeDescFlags_Type*)0)->NX_SF_DISABLE_RAYCASTING), NULL, 0 }, // shapeDescTemplate.flags.NX_SF_DISABLE_RAYCASTING
{ TYPE_BOOL, false, (size_t)(&((ShapeDescFlags_Type*)0)->NX_SF_DYNAMIC_DYNAMIC_CCD), NULL, 0 }, // shapeDescTemplate.flags.NX_SF_DYNAMIC_DYNAMIC_CCD
{ TYPE_BOOL, false, (size_t)(&((ShapeDescFlags_Type*)0)->NX_SF_DISABLE_SCENE_QUERIES), NULL, 0 }, // shapeDescTemplate.flags.NX_SF_DISABLE_SCENE_QUERIES
{ TYPE_U16, false, (size_t)(&((ShapeDescTemplate_Type*)0)->collisionGroup), NULL, 0 }, // shapeDescTemplate.collisionGroup
{ TYPE_STRUCT, false, (size_t)(&((ShapeDescTemplate_Type*)0)->groupsMask), CHILDREN(62), 4 }, // shapeDescTemplate.groupsMask
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits0), NULL, 0 }, // shapeDescTemplate.groupsMask.bits0
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits1), NULL, 0 }, // shapeDescTemplate.groupsMask.bits1
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits2), NULL, 0 }, // shapeDescTemplate.groupsMask.bits2
{ TYPE_U32, false, (size_t)(&((GroupsMask_Type*)0)->bits3), NULL, 0 }, // shapeDescTemplate.groupsMask.bits3
{ TYPE_U16, false, (size_t)(&((ShapeDescTemplate_Type*)0)->materialIndex), NULL, 0 }, // shapeDescTemplate.materialIndex
{ TYPE_U64, false, (size_t)(&((ShapeDescTemplate_Type*)0)->userData), NULL, 0 }, // shapeDescTemplate.userData
{ TYPE_U64, false, (size_t)(&((ShapeDescTemplate_Type*)0)->name), NULL, 0 }, // shapeDescTemplate.name
{ TYPE_STRUCT, false, (size_t)(&((ParametersStruct*)0)->actorDescTemplate), CHILDREN(66), 2 }, // actorDescTemplate
{ TYPE_U64, false, (size_t)(&((ActorDescTemplate_Type*)0)->userData), NULL, 0 }, // actorDescTemplate.userData
{ TYPE_U64, false, (size_t)(&((ActorDescTemplate_Type*)0)->name), NULL, 0 }, // actorDescTemplate.name
{ TYPE_F32, false, (size_t)(&((ParametersStruct*)0)->actorScale), NULL, 0 }, // actorScale
{ TYPE_REF, false, (size_t)(&((ParametersStruct*)0)->runtimeCooked), NULL, 0 }, // runtimeCooked
{ TYPE_ARRAY, true, (size_t)(&((ParametersStruct*)0)->morphDisplacements), CHILDREN(68), 1 }, // morphDisplacements
{ TYPE_VEC3, false, 1 * sizeof(physx::PxVec3), NULL, 0 }, // morphDisplacements[]
{ TYPE_ARRAY, true, (size_t)(&((ParametersStruct*)0)->morphPhysicalMeshNewPositions), CHILDREN(69), 1 }, // morphPhysicalMeshNewPositions
{ TYPE_VEC3, false, 1 * sizeof(physx::PxVec3), NULL, 0 }, // morphPhysicalMeshNewPositions[]
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->allowAdaptiveTargetFrequency), NULL, 0 }, // allowAdaptiveTargetFrequency
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->useVelocityClamping), NULL, 0 }, // useVelocityClamping
{ TYPE_BOUNDS3, false, (size_t)(&((ParametersStruct*)0)->vertexVelocityClamp), NULL, 0 }, // vertexVelocityClamp
{ TYPE_F32, false, (size_t)(&((ParametersStruct*)0)->pressure), NULL, 0 }, // pressure
{ TYPE_BOOL, false, (size_t)(&((ParametersStruct*)0)->multiplyGlobalPoseIntoBones), NULL, 0 }, // multiplyGlobalPoseIntoBones
{ TYPE_ARRAY, true, (size_t)(&((ParametersStruct*)0)->overrideMaterialNames), CHILDREN(70), 1 }, // overrideMaterialNames
{ TYPE_STRING, false, 1 * sizeof(NvParameterized::DummyStringStruct), NULL, 0 }, // overrideMaterialNames[]
};
bool ClothingActorParam_0p9::mBuiltFlag = false;
NvParameterized::MutexType ClothingActorParam_0p9::mBuiltFlagMutex;
ClothingActorParam_0p9::ClothingActorParam_0p9(NvParameterized::Traits* traits, void* buf, int32_t* refCount) :
NvParameters(traits, buf, refCount)
{
//mParameterizedTraits->registerFactory(className(), &ClothingActorParam_0p9FactoryInst);
if (!buf) //Do not init data if it is inplace-deserialized
{
initDynamicArrays();
initStrings();
initReferences();
initDefaults();
}
}
ClothingActorParam_0p9::~ClothingActorParam_0p9()
{
freeStrings();
freeReferences();
freeDynamicArrays();
}
void ClothingActorParam_0p9::destroy()
{
// We cache these fields here to avoid overwrite in destructor
bool doDeallocateSelf = mDoDeallocateSelf;
NvParameterized::Traits* traits = mParameterizedTraits;
int32_t* refCount = mRefCount;
void* buf = mBuffer;
this->~ClothingActorParam_0p9();
NvParameters::destroy(this, traits, doDeallocateSelf, refCount, buf);
}
const NvParameterized::DefinitionImpl* ClothingActorParam_0p9::getParameterDefinitionTree(void)
{
if (!mBuiltFlag) // Double-checked lock
{
NvParameterized::MutexType::ScopedLock lock(mBuiltFlagMutex);
if (!mBuiltFlag)
{
buildTree();
}
}
return(&ParamDefTable[0]);
}
const NvParameterized::DefinitionImpl* ClothingActorParam_0p9::getParameterDefinitionTree(void) const
{
ClothingActorParam_0p9* tmpParam = const_cast<ClothingActorParam_0p9*>(this);
if (!mBuiltFlag) // Double-checked lock
{
NvParameterized::MutexType::ScopedLock lock(mBuiltFlagMutex);
if (!mBuiltFlag)
{
tmpParam->buildTree();
}
}
return(&ParamDefTable[0]);
}
NvParameterized::ErrorType ClothingActorParam_0p9::getParameterHandle(const char* long_name, Handle& handle) const
{
ErrorType Ret = NvParameters::getParameterHandle(long_name, handle);
if (Ret != ERROR_NONE)
{
return(Ret);
}
size_t offset;
void* ptr;
getVarPtr(handle, ptr, offset);
if (ptr == NULL)
{
return(ERROR_INDEX_OUT_OF_RANGE);
}
return(ERROR_NONE);
}
NvParameterized::ErrorType ClothingActorParam_0p9::getParameterHandle(const char* long_name, Handle& handle)
{
ErrorType Ret = NvParameters::getParameterHandle(long_name, handle);
if (Ret != ERROR_NONE)
{
return(Ret);
}
size_t offset;
void* ptr;
getVarPtr(handle, ptr, offset);
if (ptr == NULL)
{
return(ERROR_INDEX_OUT_OF_RANGE);
}
return(ERROR_NONE);
}
void ClothingActorParam_0p9::getVarPtr(const Handle& handle, void*& ptr, size_t& offset) const
{
ptr = getVarPtrHelper(&ParamLookupTable[0], const_cast<ClothingActorParam_0p9::ParametersStruct*>(¶meters()), handle, offset);
}
/* Dynamic Handle Indices */
/* [0] - overrideMaterialNames (not an array of structs) */
void ClothingActorParam_0p9::freeParameterDefinitionTable(NvParameterized::Traits* traits)
{
if (!traits)
{
return;
}
if (!mBuiltFlag) // Double-checked lock
{
return;
}
NvParameterized::MutexType::ScopedLock lock(mBuiltFlagMutex);
if (!mBuiltFlag)
{
return;
}
for (uint32_t i = 0; i < NumParamDefs; ++i)
{
ParamDefTable[i].~DefinitionImpl();
}
traits->free(ParamDefTable);
mBuiltFlag = false;
}
#define PDEF_PTR(index) (&ParamDefTable[index])
void ClothingActorParam_0p9::buildTree(void)
{
uint32_t allocSize = sizeof(NvParameterized::DefinitionImpl) * NumParamDefs;
ParamDefTable = (NvParameterized::DefinitionImpl*)(mParameterizedTraits->alloc(allocSize));
memset(ParamDefTable, 0, allocSize);
for (uint32_t i = 0; i < NumParamDefs; ++i)
{
NV_PARAM_PLACEMENT_NEW(ParamDefTable + i, NvParameterized::DefinitionImpl)(*mParameterizedTraits);
}
// Initialize DefinitionImpl node: nodeIndex=0, longName=""
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[0];
ParamDef->init("", TYPE_STRUCT, "STRUCT", true);
}
// Initialize DefinitionImpl node: nodeIndex=1, longName="globalPose"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[1];
ParamDef->init("globalPose", TYPE_MAT44, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[1].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("shortDescription", "The pose where the clothing asset will be put into the scene", true);
ParamDefTable[1].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=2, longName="useHardwareCloth"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[2];
ParamDef->init("useHardwareCloth", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Turns on hardware acceleration for the cloth simulation", true);
ParamDefTable[2].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=3, longName="flags"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[3];
ParamDef->init("flags", TYPE_STRUCT, "ClothingActorFlags", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "A selection of flags, can be updated at runtime.", true);
ParamDefTable[3].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=4, longName="flags.ParallelCpuSkinning"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[4];
ParamDef->init("ParallelCpuSkinning", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "All graphical vertices without correspondence to physical vertices or\ntriangles are skinned normally. This flag specifies whether this happens\nduring Physics scene simulation, or after.\nNote: If this flag is set, an inconsistency can arise when calling\nNxClothingActor::updateRenderResource in between NxApexScene::simulate\nand NxApexScene::fetchResults. As a workaround, you should only call\nNxClothingActor::updateRenderResources _after_ NxApexScene::fetchResults\nhas terminated.\n", true);
HintTable[1].init("shortDescription", "Determines whether or not to perform CPU skinning in parallel", true);
ParamDefTable[4].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=5, longName="flags.RecomputeNormals"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[5];
ParamDef->init("RecomputeNormals", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "This usually leads to better looking results, but is more expensive to\ncompute. Default is off.\n", true);
HintTable[1].init("shortDescription", "Fully recomputes the normals on the final mesh.", true);
ParamDefTable[5].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=6, longName="flags.Visualize"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[6];
ParamDef->init("Visualize", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Determines whether or not to display debug visualization for this clothing actor", true);
ParamDefTable[6].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=7, longName="flags.CorrectSimulationNormals"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[7];
ParamDef->init("CorrectSimulationNormals", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "The MaxDistance=0 vertices can have a perturbed simulation normal. This usually\nhappens only for meshes where the MaxDistance=0 vertices are somewhere in the\nmiddle separating a simulated and non-simulated region. The normal for those\nvertices will be computed only by the simulated triangles which can lead to\nwrong results.\nThis solution will use the normals from the original simulation mesh and skin\nthem with respect to the local pose.\n", true);
HintTable[1].init("shortDescription", "", true);
ParamDefTable[7].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=8, longName="fallbackSkinning"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[8];
ParamDef->init("fallbackSkinning", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "Performs the regular boneweighted skinning on the CPU before giving the\ndata out through the rendering API.\n", true);
HintTable[1].init("shortDescription", "Performs skinning in software", true);
ParamDefTable[8].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=9, longName="slowStart"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[9];
ParamDef->init("slowStart", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "The first time a NxClothingActor starts to be simulated is with full max\ndistance. This prevents starting with full max distance and instead blending\nin as it will do the second time.\n", true);
HintTable[1].init("shortDescription", "Prevents from having full max distance right from the start", true);
ParamDefTable[9].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=10, longName="useInternalBoneOrder"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[10];
ParamDef->init("useInternalBoneOrder", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[10].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[3];
static Hint* HintPtrTable[3] = { &HintTable[0], &HintTable[1], &HintTable[2], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("longDescription", "If this is set to true the bone buffers in updateState and the actor\ndescriptor have to be given in the same order as the bones are stored\ninternally in the asset. This can be queried using\nNxClothingAsset::getNumUsedBones and NxClothingAsset::getBoneName or\nNxClothingAsset::getBoneMapping.\n\nIf this is set to false, the bone buffers can be provided in the order as\nthey are stored in the application. This is either the bone order at\nauthoring time, or NxClothingAsset::remapBoneIndex can be called for each\nbone to let APEX know about the current ordering in the game. Note that\nthis is only recommended if the application already uses physx::PxMat44\n(or something binary equivalent) and does not have to convert the matrices.\n", true);
HintTable[2].init("shortDescription", "Expect internally ordered bone arrays in updateState call.", true);
ParamDefTable[10].setHints((const NvParameterized::Hint**)HintPtrTable, 3);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=11, longName="updateStateWithGlobalMatrices"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[11];
ParamDef->init("updateStateWithGlobalMatrices", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "Depending on what matrices are present, the state can be updated using\nglobal world or object space bone matrices or composite matrices. The\ncomposite matrix can be generated by multiplying the world or object space\nmatrix by the inverse bone bine pose.\n\nNote: If there are problems which might be caused by bind poses being\ndifferent in the ClothingAsset and in the game's animation system, changing\nthis to true (and thus providing global pose matrices) might fix the problem.\n", true);
HintTable[1].init("shortDescription", "Use world space matrices instead of composite (relative to bind pose) in NxClothingActor::updateState().", true);
ParamDefTable[11].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=12, longName="uvChannelForTangentUpdate"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[12];
ParamDef->init("uvChannelForTangentUpdate", TYPE_U32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "Tangent update is done based on one UV channel. This allows selection of what\nUV channel is being used.\n", true);
HintTable[1].init("shortDescription", "This UV channel is used for updating tangent space", true);
ParamDefTable[12].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=13, longName="maxDistanceBlendTime"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[13];
ParamDef->init("maxDistanceBlendTime", TYPE_F32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "Note: This also influences how quickly different physical LoDs can be switched", true);
HintTable[1].init("shortDescription", "Time in seconds how long it takes to go from zero maxDistance to full maxDistance", true);
ParamDefTable[13].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=14, longName="clothingMaterialIndex"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[14];
ParamDef->init("clothingMaterialIndex", TYPE_U32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Use this material from the assets material library", true);
ParamDefTable[14].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=15, longName="lodWeights"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[15];
ParamDef->init("lodWeights", TYPE_STRUCT, "LODWeights", true);
}
// Initialize DefinitionImpl node: nodeIndex=16, longName="lodWeights.maxDistance"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[16];
ParamDef->init("maxDistance", TYPE_F32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=17, longName="lodWeights.distanceWeight"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[17];
ParamDef->init("distanceWeight", TYPE_F32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=18, longName="lodWeights.bias"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[18];
ParamDef->init("bias", TYPE_F32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=19, longName="lodWeights.benefitsBias"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[19];
ParamDef->init("benefitsBias", TYPE_F32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=20, longName="windParams"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[20];
ParamDef->init("windParams", TYPE_STRUCT, "WindParameters", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "The per-actor wind parameters", true);
ParamDefTable[20].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=21, longName="windParams.Velocity"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[21];
ParamDef->init("Velocity", TYPE_VEC3, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "The target velocity each vertex tries to achieve.", true);
ParamDefTable[21].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=22, longName="windParams.Adaption"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[22];
ParamDef->init("Adaption", TYPE_F32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "This is roughly the inverse of the time in seconds it takes to adapt to the wind velocity.", true);
HintTable[1].init("shortDescription", "The rate of adaption. The higher this value, the faster the cloth reaches the wind velocity. Set to 0 to turn off wind.", true);
ParamDefTable[22].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=23, longName="maxDistanceScale"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[23];
ParamDef->init("maxDistanceScale", TYPE_STRUCT, "MaxDistanceScale", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "", true);
ParamDefTable[23].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=24, longName="maxDistanceScale.Scale"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[24];
ParamDef->init("Scale", TYPE_F32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "", true);
ParamDefTable[24].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=25, longName="maxDistanceScale.Multipliable"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[25];
ParamDef->init("Multipliable", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "", true);
ParamDefTable[25].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=26, longName="userData"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[26];
ParamDef->init("userData", TYPE_U64, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[26].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("shortDescription", "Optional user data pointer associated with the clothing actor", true);
ParamDefTable[26].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=27, longName="boneMatrices"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[27];
ParamDef->init("boneMatrices", TYPE_ARRAY, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[27].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[3];
static Hint* HintPtrTable[3] = { &HintTable[0], &HintTable[1], &HintTable[2], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("longDescription", "These matrices are sometimes referred to as composite matrices. They are the\nmultiplication of the current world space bone pose with the inverse bind\npose in world space.\nNote: If \'updateStateWithGlobalMatrices\' is set to true, these must be\nglobal poses instead.\n", true);
HintTable[2].init("shortDescription", "An Array of matrices with the full transform for each bone", true);
ParamDefTable[27].setHints((const NvParameterized::Hint**)HintPtrTable, 3);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
ParamDef->setArraySize(-1);
}
// Initialize DefinitionImpl node: nodeIndex=28, longName="boneMatrices[]"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[28];
ParamDef->init("boneMatrices", TYPE_MAT44, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[28].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[3];
static Hint* HintPtrTable[3] = { &HintTable[0], &HintTable[1], &HintTable[2], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("longDescription", "These matrices are sometimes referred to as composite matrices. They are the\nmultiplication of the current world space bone pose with the inverse bind\npose in world space.\nNote: If \'updateStateWithGlobalMatrices\' is set to true, these must be\nglobal poses instead.\n", true);
HintTable[2].init("shortDescription", "An Array of matrices with the full transform for each bone", true);
ParamDefTable[28].setHints((const NvParameterized::Hint**)HintPtrTable, 3);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=29, longName="clothDescTemplate"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[29];
ParamDef->init("clothDescTemplate", TYPE_STRUCT, "ClothDescTemplate", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Contains the parameters the application can override on the NxClothDesc when created", true);
ParamDefTable[29].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=30, longName="clothDescTemplate.collisionResponseCoefficient"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[30];
ParamDef->init("collisionResponseCoefficient", TYPE_F32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "This is only needed if the twoway interaction flag is set in the clothing asset.", true);
HintTable[1].init("shortDescription", "Defines a factor for the impulse transfer from cloth to colliding rigid bodies.", true);
ParamDefTable[30].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=31, longName="clothDescTemplate.collisionGroup"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[31];
ParamDef->init("collisionGroup", TYPE_U16, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Sets which collision group this cloth is part of.", true);
ParamDefTable[31].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=32, longName="clothDescTemplate.groupsMask"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[32];
ParamDef->init("groupsMask", TYPE_STRUCT, "GroupsMask", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Sets the 128-bit mask used for collision filtering.", true);
ParamDefTable[32].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=33, longName="clothDescTemplate.groupsMask.bits0"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[33];
ParamDef->init("bits0", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=34, longName="clothDescTemplate.groupsMask.bits1"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[34];
ParamDef->init("bits1", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=35, longName="clothDescTemplate.groupsMask.bits2"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[35];
ParamDef->init("bits2", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=36, longName="clothDescTemplate.groupsMask.bits3"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[36];
ParamDef->init("bits3", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=37, longName="clothDescTemplate.validBounds"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[37];
ParamDef->init("validBounds", TYPE_BOUNDS3, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "Only works if the flag NX_CLF_VALIDBOUNDS is set.", true);
HintTable[1].init("shortDescription", "Defines the volume outside of which cloth particle are automatically removed from the simulation. ", true);
ParamDefTable[37].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=38, longName="clothDescTemplate.compartment"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[38];
ParamDef->init("compartment", TYPE_U64, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[38].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[3];
static Hint* HintPtrTable[3] = { &HintTable[0], &HintTable[1], &HintTable[2], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("longDescription", "Must be either a pointer to an NxCompartment of type NX_SCT_CLOTH or\nNX_SCT_SOFTBODY, or NULL. A NULL compartment means creating NX_CLF_HARDWARE\ncloth in the first available cloth compartment (a default cloth compartment\nis created if none exists). Software cloth with a NULL compartment is\ncreated in the scene proper.\n", true);
HintTable[2].init("shortDescription", "The compartment to place the cloth in.", true);
ParamDefTable[38].setHints((const NvParameterized::Hint**)HintPtrTable, 3);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=39, longName="clothDescTemplate.userData"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[39];
ParamDef->init("userData", TYPE_U64, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[39].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("shortDescription", "Optional user data pointer.", true);
ParamDefTable[39].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=40, longName="shapeDescTemplate"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[40];
ParamDef->init("shapeDescTemplate", TYPE_STRUCT, "ShapeDescTemplate", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Contains the parameters the application can override on any actor shapes created", true);
ParamDefTable[40].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=41, longName="shapeDescTemplate.flags"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[41];
ParamDef->init("flags", TYPE_STRUCT, "ShapeDescFlags", true);
}
// Initialize DefinitionImpl node: nodeIndex=42, longName="shapeDescTemplate.flags.NX_SF_VISUALIZATION"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[42];
ParamDef->init("NX_SF_VISUALIZATION", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Enable debug renderer for this shape", true);
ParamDefTable[42].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=43, longName="shapeDescTemplate.flags.NX_SF_DISABLE_COLLISION"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[43];
ParamDef->init("NX_SF_DISABLE_COLLISION", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Disable collision detection for this shape (counterpart of NX_AF_DISABLE_COLLISION)", true);
ParamDefTable[43].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=44, longName="shapeDescTemplate.flags.NX_SF_DISABLE_RAYCASTING"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[44];
ParamDef->init("NX_SF_DISABLE_RAYCASTING", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Disable raycasting for this shape", true);
ParamDefTable[44].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=45, longName="shapeDescTemplate.flags.NX_SF_DYNAMIC_DYNAMIC_CCD"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[45];
ParamDef->init("NX_SF_DYNAMIC_DYNAMIC_CCD", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Enable dynamic-dynamic CCD for this shape. Used only when CCD is globally enabled and shape have a CCD skeleton.", true);
ParamDefTable[45].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=46, longName="shapeDescTemplate.flags.NX_SF_DISABLE_SCENE_QUERIES"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[46];
ParamDef->init("NX_SF_DISABLE_SCENE_QUERIES", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "Setting this to true will make the non-compartment CPU cloth not work.", true);
HintTable[1].init("shortDescription", "Disable participation in ray casts, overlap tests and sweeps.", true);
ParamDefTable[46].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=47, longName="shapeDescTemplate.collisionGroup"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[47];
ParamDef->init("collisionGroup", TYPE_U16, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("longDescription", "Default group is 0. Maximum possible group is 31. Collision groups are sets\nof shapes which may or may not be set to collision detect with each other;\nthis can be set using NxScene::setGroupCollisionFlag()\nSleeping: Does NOT wake the associated actor up automatically.\n", true);
HintTable[1].init("shortDescription", "Sets which collision group this shape is part of.", true);
ParamDefTable[47].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=48, longName="shapeDescTemplate.groupsMask"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[48];
ParamDef->init("groupsMask", TYPE_STRUCT, "GroupsMask", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Sets the 128-bit mask used for collision filtering.", true);
ParamDefTable[48].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=49, longName="shapeDescTemplate.groupsMask.bits0"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[49];
ParamDef->init("bits0", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=50, longName="shapeDescTemplate.groupsMask.bits1"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[50];
ParamDef->init("bits1", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=51, longName="shapeDescTemplate.groupsMask.bits2"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[51];
ParamDef->init("bits2", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=52, longName="shapeDescTemplate.groupsMask.bits3"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[52];
ParamDef->init("bits3", TYPE_U32, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=53, longName="shapeDescTemplate.materialIndex"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[53];
ParamDef->init("materialIndex", TYPE_U16, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "The material index of the shape.", true);
ParamDefTable[53].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=54, longName="shapeDescTemplate.userData"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[54];
ParamDef->init("userData", TYPE_U64, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[54].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("shortDescription", "Optional user data pointer", true);
ParamDefTable[54].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=55, longName="shapeDescTemplate.name"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[55];
ParamDef->init("name", TYPE_U64, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[55].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("shortDescription", "Name of the shapes; must be set by the application and must be a persistent pointer.", true);
ParamDefTable[55].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=56, longName="actorDescTemplate"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[56];
ParamDef->init("actorDescTemplate", TYPE_STRUCT, "ActorDescTemplate", true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Contains the parameters the application can override on any actors created", true);
ParamDefTable[56].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=57, longName="actorDescTemplate.userData"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[57];
ParamDef->init("userData", TYPE_U64, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[57].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("shortDescription", "Optional user data pointer", true);
ParamDefTable[57].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=58, longName="actorDescTemplate.name"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[58];
ParamDef->init("name", TYPE_U64, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("editorDisplay", "false", true);
ParamDefTable[58].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("editorDisplay", "false", true);
HintTable[1].init("shortDescription", "Optional name string for the shape; must be set by the application and must be a persistent pointer.", true);
ParamDefTable[58].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=59, longName="actorScale"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[59];
ParamDef->init("actorScale", TYPE_F32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Scale the actor differently than the asset.", true);
ParamDefTable[59].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=60, longName="runtimeCooked"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[60];
ParamDef->init("runtimeCooked", TYPE_REF, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("INCLUDED", uint64_t(1), true);
ParamDefTable[60].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#else
static HintImpl HintTable[2];
static Hint* HintPtrTable[2] = { &HintTable[0], &HintTable[1], };
HintTable[0].init("INCLUDED", uint64_t(1), true);
HintTable[1].init("shortDescription", "Data cooked at runtime", true);
ParamDefTable[60].setHints((const NvParameterized::Hint**)HintPtrTable, 2);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
static const char* const RefVariantVals[] = { "ClothingCookedParam" };
ParamDefTable[60].setRefVariantVals((const char**)RefVariantVals, 1);
}
// Initialize DefinitionImpl node: nodeIndex=61, longName="morphDisplacements"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[61];
ParamDef->init("morphDisplacements", TYPE_ARRAY, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Displacements according to the current morph target.", true);
ParamDefTable[61].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
ParamDef->setArraySize(-1);
}
// Initialize DefinitionImpl node: nodeIndex=62, longName="morphDisplacements[]"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[62];
ParamDef->init("morphDisplacements", TYPE_VEC3, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Displacements according to the current morph target.", true);
ParamDefTable[62].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=63, longName="morphPhysicalMeshNewPositions"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[63];
ParamDef->init("morphPhysicalMeshNewPositions", TYPE_ARRAY, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "New positions for the physical meshes and convex collision volumes.", true);
ParamDefTable[63].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
ParamDef->setArraySize(-1);
}
// Initialize DefinitionImpl node: nodeIndex=64, longName="morphPhysicalMeshNewPositions[]"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[64];
ParamDef->init("morphPhysicalMeshNewPositions", TYPE_VEC3, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "New positions for the physical meshes and convex collision volumes.", true);
ParamDefTable[64].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=65, longName="allowAdaptiveTargetFrequency"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[65];
ParamDef->init("allowAdaptiveTargetFrequency", TYPE_BOOL, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Slightly modifies gravity to avoid high frequency jittering due to variable time steps.", true);
ParamDefTable[65].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=66, longName="useVelocityClamping"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[66];
ParamDef->init("useVelocityClamping", TYPE_BOOL, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=67, longName="vertexVelocityClamp"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[67];
ParamDef->init("vertexVelocityClamp", TYPE_BOUNDS3, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=68, longName="pressure"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[68];
ParamDef->init("pressure", TYPE_F32, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Set pressure of cloth, only works on closed meshes.", true);
ParamDefTable[68].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// Initialize DefinitionImpl node: nodeIndex=69, longName="multiplyGlobalPoseIntoBones"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[69];
ParamDef->init("multiplyGlobalPoseIntoBones", TYPE_BOOL, NULL, true);
}
// Initialize DefinitionImpl node: nodeIndex=70, longName="overrideMaterialNames"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[70];
ParamDef->init("overrideMaterialNames", TYPE_ARRAY, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Replacement material names for the ones provided by the render mesh asset inside the clothing asset.", true);
ParamDefTable[70].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
ParamDef->setArraySize(-1);
static const uint8_t dynHandleIndices[1] = { 0, };
ParamDef->setDynamicHandleIndicesMap(dynHandleIndices, 1);
}
// Initialize DefinitionImpl node: nodeIndex=71, longName="overrideMaterialNames[]"
{
NvParameterized::DefinitionImpl* ParamDef = &ParamDefTable[71];
ParamDef->init("overrideMaterialNames", TYPE_STRING, NULL, true);
#ifdef NV_PARAMETERIZED_HIDE_DESCRIPTIONS
#else
static HintImpl HintTable[1];
static Hint* HintPtrTable[1] = { &HintTable[0], };
HintTable[0].init("shortDescription", "Replacement material names for the ones provided by the render mesh asset inside the clothing asset.", true);
ParamDefTable[71].setHints((const NvParameterized::Hint**)HintPtrTable, 1);
#endif /* NV_PARAMETERIZED_HIDE_DESCRIPTIONS */
}
// SetChildren for: nodeIndex=0, longName=""
{
static Definition* Children[28];
Children[0] = PDEF_PTR(1);
Children[1] = PDEF_PTR(2);
Children[2] = PDEF_PTR(3);
Children[3] = PDEF_PTR(8);
Children[4] = PDEF_PTR(9);
Children[5] = PDEF_PTR(10);
Children[6] = PDEF_PTR(11);
Children[7] = PDEF_PTR(12);
Children[8] = PDEF_PTR(13);
Children[9] = PDEF_PTR(14);
Children[10] = PDEF_PTR(15);
Children[11] = PDEF_PTR(20);
Children[12] = PDEF_PTR(23);
Children[13] = PDEF_PTR(26);
Children[14] = PDEF_PTR(27);
Children[15] = PDEF_PTR(29);
Children[16] = PDEF_PTR(40);
Children[17] = PDEF_PTR(56);
Children[18] = PDEF_PTR(59);
Children[19] = PDEF_PTR(60);
Children[20] = PDEF_PTR(61);
Children[21] = PDEF_PTR(63);
Children[22] = PDEF_PTR(65);
Children[23] = PDEF_PTR(66);
Children[24] = PDEF_PTR(67);
Children[25] = PDEF_PTR(68);
Children[26] = PDEF_PTR(69);
Children[27] = PDEF_PTR(70);
ParamDefTable[0].setChildren(Children, 28);
}
// SetChildren for: nodeIndex=3, longName="flags"
{
static Definition* Children[4];
Children[0] = PDEF_PTR(4);
Children[1] = PDEF_PTR(5);
Children[2] = PDEF_PTR(6);
Children[3] = PDEF_PTR(7);
ParamDefTable[3].setChildren(Children, 4);
}
// SetChildren for: nodeIndex=15, longName="lodWeights"
{
static Definition* Children[4];
Children[0] = PDEF_PTR(16);
Children[1] = PDEF_PTR(17);
Children[2] = PDEF_PTR(18);
Children[3] = PDEF_PTR(19);
ParamDefTable[15].setChildren(Children, 4);
}
// SetChildren for: nodeIndex=20, longName="windParams"
{
static Definition* Children[2];
Children[0] = PDEF_PTR(21);
Children[1] = PDEF_PTR(22);
ParamDefTable[20].setChildren(Children, 2);
}
// SetChildren for: nodeIndex=23, longName="maxDistanceScale"
{
static Definition* Children[2];
Children[0] = PDEF_PTR(24);
Children[1] = PDEF_PTR(25);
ParamDefTable[23].setChildren(Children, 2);
}
// SetChildren for: nodeIndex=27, longName="boneMatrices"
{
static Definition* Children[1];
Children[0] = PDEF_PTR(28);
ParamDefTable[27].setChildren(Children, 1);
}
// SetChildren for: nodeIndex=29, longName="clothDescTemplate"
{
static Definition* Children[6];
Children[0] = PDEF_PTR(30);
Children[1] = PDEF_PTR(31);
Children[2] = PDEF_PTR(32);
Children[3] = PDEF_PTR(37);
Children[4] = PDEF_PTR(38);
Children[5] = PDEF_PTR(39);
ParamDefTable[29].setChildren(Children, 6);
}
// SetChildren for: nodeIndex=32, longName="clothDescTemplate.groupsMask"
{
static Definition* Children[4];
Children[0] = PDEF_PTR(33);
Children[1] = PDEF_PTR(34);
Children[2] = PDEF_PTR(35);
Children[3] = PDEF_PTR(36);
ParamDefTable[32].setChildren(Children, 4);
}
// SetChildren for: nodeIndex=40, longName="shapeDescTemplate"
{
static Definition* Children[6];
Children[0] = PDEF_PTR(41);
Children[1] = PDEF_PTR(47);
Children[2] = PDEF_PTR(48);
Children[3] = PDEF_PTR(53);
Children[4] = PDEF_PTR(54);
Children[5] = PDEF_PTR(55);
ParamDefTable[40].setChildren(Children, 6);
}
// SetChildren for: nodeIndex=41, longName="shapeDescTemplate.flags"
{
static Definition* Children[5];
Children[0] = PDEF_PTR(42);
Children[1] = PDEF_PTR(43);
Children[2] = PDEF_PTR(44);
Children[3] = PDEF_PTR(45);
Children[4] = PDEF_PTR(46);
ParamDefTable[41].setChildren(Children, 5);
}
// SetChildren for: nodeIndex=48, longName="shapeDescTemplate.groupsMask"
{
static Definition* Children[4];
Children[0] = PDEF_PTR(49);
Children[1] = PDEF_PTR(50);
Children[2] = PDEF_PTR(51);
Children[3] = PDEF_PTR(52);
ParamDefTable[48].setChildren(Children, 4);
}
// SetChildren for: nodeIndex=56, longName="actorDescTemplate"
{
static Definition* Children[2];
Children[0] = PDEF_PTR(57);
Children[1] = PDEF_PTR(58);
ParamDefTable[56].setChildren(Children, 2);
}
// SetChildren for: nodeIndex=61, longName="morphDisplacements"
{
static Definition* Children[1];
Children[0] = PDEF_PTR(62);
ParamDefTable[61].setChildren(Children, 1);
}
// SetChildren for: nodeIndex=63, longName="morphPhysicalMeshNewPositions"
{
static Definition* Children[1];
Children[0] = PDEF_PTR(64);
ParamDefTable[63].setChildren(Children, 1);
}
// SetChildren for: nodeIndex=70, longName="overrideMaterialNames"
{
static Definition* Children[1];
Children[0] = PDEF_PTR(71);
ParamDefTable[70].setChildren(Children, 1);
}
mBuiltFlag = true;
}
void ClothingActorParam_0p9::initStrings(void)
{
}
void ClothingActorParam_0p9::initDynamicArrays(void)
{
boneMatrices.buf = NULL;
boneMatrices.isAllocated = true;
boneMatrices.elementSize = sizeof(physx::PxMat44);
boneMatrices.arraySizes[0] = 0;
morphDisplacements.buf = NULL;
morphDisplacements.isAllocated = true;
morphDisplacements.elementSize = sizeof(physx::PxVec3);
morphDisplacements.arraySizes[0] = 0;
morphPhysicalMeshNewPositions.buf = NULL;
morphPhysicalMeshNewPositions.isAllocated = true;
morphPhysicalMeshNewPositions.elementSize = sizeof(physx::PxVec3);
morphPhysicalMeshNewPositions.arraySizes[0] = 0;
overrideMaterialNames.buf = NULL;
overrideMaterialNames.isAllocated = true;
overrideMaterialNames.elementSize = sizeof(NvParameterized::DummyStringStruct);
overrideMaterialNames.arraySizes[0] = 0;
}
void ClothingActorParam_0p9::initDefaults(void)
{
freeStrings();
freeReferences();
freeDynamicArrays();
globalPose = physx::PxMat44(physx::PxVec4(1.0f));
useHardwareCloth = bool(true);
flags.ParallelCpuSkinning = bool(true);
flags.RecomputeNormals = bool(false);
flags.Visualize = bool(true);
flags.CorrectSimulationNormals = bool(true);
fallbackSkinning = bool(false);
slowStart = bool(true);
useInternalBoneOrder = bool(false);
updateStateWithGlobalMatrices = bool(false);
uvChannelForTangentUpdate = uint32_t(0);
maxDistanceBlendTime = float(1.0);
clothingMaterialIndex = uint32_t(0);
lodWeights.maxDistance = float(2000);
lodWeights.distanceWeight = float(1);
lodWeights.bias = float(0);
lodWeights.benefitsBias = float(0);
windParams.Velocity = physx::PxVec3(0.0f);
windParams.Adaption = float(0.0f);
maxDistanceScale.Scale = float(1.0f);
maxDistanceScale.Multipliable = bool(false);
userData = uint64_t(0);
clothDescTemplate.collisionResponseCoefficient = float(0.2);
clothDescTemplate.collisionGroup = uint16_t(0);
clothDescTemplate.groupsMask.bits0 = uint32_t(0);
clothDescTemplate.groupsMask.bits1 = uint32_t(0);
clothDescTemplate.groupsMask.bits2 = uint32_t(0);
clothDescTemplate.groupsMask.bits3 = uint32_t(0);
clothDescTemplate.validBounds = physx::PxBounds3(physx::PxVec3(PX_MAX_F32), physx::PxVec3(-PX_MAX_F32));
clothDescTemplate.compartment = uint64_t(0);
shapeDescTemplate.flags.NX_SF_VISUALIZATION = bool(true);
shapeDescTemplate.flags.NX_SF_DISABLE_COLLISION = bool(false);
shapeDescTemplate.flags.NX_SF_DISABLE_RAYCASTING = bool(true);
shapeDescTemplate.flags.NX_SF_DYNAMIC_DYNAMIC_CCD = bool(false);
shapeDescTemplate.flags.NX_SF_DISABLE_SCENE_QUERIES = bool(false);
shapeDescTemplate.collisionGroup = uint16_t(0);
shapeDescTemplate.groupsMask.bits0 = uint32_t(0);
shapeDescTemplate.groupsMask.bits1 = uint32_t(0);
shapeDescTemplate.groupsMask.bits2 = uint32_t(0);
shapeDescTemplate.groupsMask.bits3 = uint32_t(0);
shapeDescTemplate.materialIndex = uint16_t(0);
shapeDescTemplate.userData = uint64_t(0);
shapeDescTemplate.name = uint64_t(0);
actorDescTemplate.userData = uint64_t(0);
actorDescTemplate.name = uint64_t(0);
actorScale = float(1.0);
allowAdaptiveTargetFrequency = bool(true);
useVelocityClamping = bool(false);
vertexVelocityClamp = physx::PxBounds3(physx::PxVec3(-PX_MAX_F32), physx::PxVec3(PX_MAX_F32));
pressure = float(-1.0);
multiplyGlobalPoseIntoBones = bool(true);
initDynamicArrays();
initStrings();
initReferences();
}
void ClothingActorParam_0p9::initReferences(void)
{
runtimeCooked = NULL;
}
void ClothingActorParam_0p9::freeDynamicArrays(void)
{
if (boneMatrices.isAllocated && boneMatrices.buf)
{
mParameterizedTraits->free(boneMatrices.buf);
}
if (morphDisplacements.isAllocated && morphDisplacements.buf)
{
mParameterizedTraits->free(morphDisplacements.buf);
}
if (morphPhysicalMeshNewPositions.isAllocated && morphPhysicalMeshNewPositions.buf)
{
mParameterizedTraits->free(morphPhysicalMeshNewPositions.buf);
}
if (overrideMaterialNames.isAllocated && overrideMaterialNames.buf)
{
mParameterizedTraits->free(overrideMaterialNames.buf);
}
}
void ClothingActorParam_0p9::freeStrings(void)
{
for (int i = 0; i < overrideMaterialNames.arraySizes[0]; ++i)
{
if (overrideMaterialNames.buf[i].isAllocated && overrideMaterialNames.buf[i].buf)
{
mParameterizedTraits->strfree((char*)overrideMaterialNames.buf[i].buf);
}
}
}
void ClothingActorParam_0p9::freeReferences(void)
{
if (runtimeCooked)
{
runtimeCooked->destroy();
}
}
} // namespace parameterized
} // namespace nvidia
```
|
The following lists the cast of characters from the visual novel Hoshizora e Kakaru Hashi and its animated adaption.
Primary characters
Kazuma Hoshino is the main protagonist of the series and second-year high school student. A rather ordinary, though warmhearted teenage boy, he moves from the city and into the countryside for the sake of his brother Ayumu's delicate health. Over time, his kind nature earn him the respect and even affections of his female companions. Initially he is unaware that he spent some of his childhood in Yamabaki. However, certain events trigger occasional flashbacks. He soon develops feelings for Ui. Furthermore, he was a regular player of the tennis club before coming to the countryside, so his athletic ability is very good.
Lively and upbeat, Ui Nakatsugawa is a second-year high school student who is arguably the most iconic character of the series. An energetic, carefree individual, Ui is fun, outgoing and adored by everyone, though she is relatively naive compared to her peers. Of her most outward traits, Ui has an outrageous appetite for food. She soon develops feelings for Kazuma.
Ibuki Hinata is a second-year student, her class representative, and Ui's best friend. In addition to performing well academically and her duties on the student council, she is also an active member of the archery club, having practiced the sport since middle school. She is initially suspicious of Kazuma but, due to his kindness she ultimately develops a soft-spot for him. Although Ibuki can be tough and difficult, she can be particularly tender and shy.
Madoka Koumoto is a shy first-year high school student, who outside of her time at school, doubles as the local Shinto shrine miko. She can often be found sweeping leaves off the sandΕ, reading books to children at the Yamabiko library or, less commonly, in the company of friends. Having grown up under sheltered circumstances, Madoka dresses old-fashioned clothes and is mildly androphobic. Having met and played with Kazuma when he was last in Yamabiko, her history with him is the longest of anyone, spanning at least a decade. Madoka enjoys writing and is skilled at nage-waza and is in love with Kazuma.
Tsumugi is a third-year high school student and one of the most respectable cast members. A gentle, down-home country girl, Tsumugi is courteous, knowledgeable and acts as a sort of mediator for those around her. Tsumugi is a lover of nature and the rural life, enforced by her part-time work at the Yorozuyo Inn. She is the oldest of three sisters, including Koyori and Kasane Toudou. With a brassiere size of F, Tsumugi sports the largest bust of the female cast.
Hina Sakai is a third-year high school student who has a calm and aloof character that gives her a mysterious air for which she is well known and admired at school. Her encounter with Kazuma, and the time she spends with him and the group serve to bring her out of her shell. In contrast to her refined image, Hina adores anything cute, especially plush toys. Her parents own a famous distillery, and she wants to go to university to study marketing and so help the family business. Of the entire cast, Hina is the tallest character.
Koyori Toudou is a first-year high school student and the very active younger sister of Tsumugi. An animated, headstrong, tenacious and often loud girl, Koyori, much like Ibuki, does not welcome Kazuma with open arms. However, after he cushions her fall from a tree, among other actions, she has a change of heart. In spite of her almost spitfire disposition, Koyori enjoys helping others and appreciates those who help her. With the exception of Kasane, Koyori is the shortest character of the main cast.
Secondary characters
Ayumu Hoshino is the adorable younger brother of Kazuma. An affectionate little boy, he moves with Kazuma into the countryside on behalf of his asthma and meek health, and like his older sibling, enrolls in school. Much like Kazuma, Ayumu is friendly, altruistic and gregarious. Of his many hobbies, Ayumu enjoys drawing.
Kasane Toudou is a middle school student who is Tsumugi and Koyori's youngest sister. Cheery and playful, Kasane is best known for indulging in the rumor and gossip of the town, earning her the nickname "Fast ears". Kasane is a fellow schoolmate of Ayumu and is a good friend of his.
Spirited and somewhat eccentric, Daigo Minamikokubaru is a second-year student. A classmate, he befriends Kazuma almost immediately on his first day of the school, acquainting him with the campus and even the profiles of some of the girls he meets; jealous of his unintentional success with women. As a sign of brethren respect, he frequently addresses Kazuma "brother". Daigo is the son of the second-year homeroom instructor.
Senka Yorozu is the titular owner of the Yorozuyo Inn. A friendly and hospitable woman, Senka, a friend of Kazuma and Ayumu's father, warmly welcomes the boys to live with her when they travel to Yamabiko. Though she is giving and considerate, Senka does not tolerate nonsense of any kind from anyone, including her guests. She does however have a mischievous side to her and does enjoy drinking.
References
Hoshizora
|
Venekuusiku is a village in PΓ΅hja-PΓ€rnumaa Parish, PΓ€rnu County in western-central Estonia.
References
Villages in PΓ€rnu County
|
James Alfred (Jim) Guest (born December 25, 1940) is an American lawyer, consumer advocate, and politician. From 2001 to 2014, Guest was the president and chief executive officer of Consumer Reports, a position he was appointed to after serving as Chairman of the Board of the Consumers Union from 1976 to 1994, with 21 of those 22 years as chair.
Guest, a Democrat, unsuccessfully ran for the U.S. Senate in 1982 and the U.S. House of Representatives in 1988.
Early life and education
James Alfred (Jim) Guest was born on December 25, 1940, in Montclair, New Jersey. He graduated from Amherst College in 1962. He was a Woodrow Wilson Fellow in Economics at MIT and graduated from Harvard Law School.
Career
Guest served as a legislative assistant to U.S. Senator Edward M. Kennedy of Massachusetts.
In the early 1970s, Guest moved to Vermont, where he served as state Commissioner of Banking and Insurance for three years before becoming Secretary of State of Vermont in January 1977, and later becoming state Secretary of Commerce.
The guest was the Democratic nominee for U.S. Senate in 1982. He unsuccessfully sought election to the U.S. House of Representatives in the 1988 election for the Vermont seat. Guest was part of a four-way primary race for the Democratic nomination, against State Representative Paul N. Poirier of Barre, state Senate President Peter Welch of Windsor County, and political newcomer Dolores Sandoval, a University of Vermont professor. Guest came in third place with 25% of the vote, behind winner Poirier and runner-up Welch.
From 2001 to 2014, Guest was the president and chief executive officer of Consumer Reports, a position he was appointed to after serving as Chairman of the Board of the Consumers Union from 1976 to 1994, with 21 of those 22 years as chair. In 2009, as president and CEO of the Consumer Union, Guest appeared in the 72-year-old organization's first-ever television advertisement, urging Congress to pass the Affordable Care Act. NPR described Guest as a "quietly influential figure" who was mostly unknown to Americans but exercised influence through the widely read Consumer Reports magazine and website. He ranked #11 of "the 100 most powerful people in health care" compiled by the trade publication Modern Healthcare.
Guest noted that the Consumers Union had favored health care reform since 1939, "taking the position that everybody in the country ought to have insurance coverage."
Guest has led several advocacy and other groups, including Handgun Control Inc., the Center to Prevent Handgun Violence, and Planned Parenthood of Maryland. He is also the founding executive director of the American Pain Foundation.
Personal life
Guest is married to Priscilla Frances Beach; they have two children.
Notes
1940 births
American publishing chief executives
Amherst College alumni
Consumer Reports
Harvard Law School alumni
Living people
Secretaries of State of Vermont
State cabinet secretaries of Vermont
Vermont Democrats
|
Mehdi Asgarkani is an Iranian football goalkeeper who joined the Iranian national team in the 1976 Asian Cup. He also played for Persepolis and Aboomoslem.
Honours
Iran
Asian Cup: 1976
References
External links
Stats
Iran men's international footballers
Living people
1976 AFC Asian Cup players
Iranian men's footballers
Persepolis F.C. players
Paykan F.C. players
Al-Salmiya SC players
F.C. Aboomoslem players
Men's association football goalkeepers
Footballers from Tehran
AFC Asian Cup-winning players
1948 births
|
```xml
import * as React from 'react';
import type { Meta } from '@storybook/react';
import { Steps } from 'storywright';
import { Menu, MenuTrigger, MenuPopover, MenuList, MenuItem } from '@fluentui/react-menu';
import { getStoryVariant, RTL, withStoryWrightSteps } from '../../utilities';
export default {
title: 'Menu Converged - nested submenus',
decorators: [
// path_to_url
story => withStoryWrightSteps({ story, steps: new Steps().click('#nestedTrigger').snapshot('all open').end() }),
],
} satisfies Meta<typeof Menu>;
export const Default = () => (
<Menu open>
<MenuTrigger>
<button>Toggle menu</button>
</MenuTrigger>
<MenuPopover>
<MenuList>
<MenuItem>New </MenuItem>
<MenuItem>New Window</MenuItem>
<MenuItem>Open Folder</MenuItem>
<Menu>
<MenuTrigger>
<MenuItem id="nestedTrigger">Preferences</MenuItem>
</MenuTrigger>
<MenuPopover>
<MenuList>
<MenuItem>New </MenuItem>
<MenuItem>New Window</MenuItem>
<MenuItem>Open Folder</MenuItem>
</MenuList>
</MenuPopover>
</Menu>
</MenuList>
</MenuPopover>
</Menu>
);
Default.storyName = 'default';
export const DefaultRTL = getStoryVariant(Default, RTL);
```
|
Ali Rehman Khan () is a Pakistani actor who appears in Urdu films, television series and theater plays. Khan has won two Hum Awards and has been nominated twice at the Lux Style Awards for his acting prowess.
Born and raised in Islamabad, Khan pursued bachelor's in business management from the University College of Islamabad and master's from the University of London. He made his acting debut with the road-comedy Gol Chakkar (2012)starring Hamza Aslam, Junaid and Jawad Jahangir and then starred in the romantic television drama Rishtay Kuch Adhooray Se (2013), which earned him wider recognition. He rose to prominence with starring roles in the television series, such as the romance Muhabbat Ab Nahi Hugi (2014) and the acclaimed family drama Diyar-e-Dil (2015). Khan achieved further success by featuring in the commercially successful romantic comedies Janaan (2016), Parchi (2018) and Heer Maan Ja (2019), the first of these earned him the Lux Style Award for Best Supporting Actor nomination.
Life and career
Rehman was born in Islamabad, Islamabad Capital Territory, Pakistan on 6 May 1989. He attended the University College of Islamabad and went on to receives his postgraduate degree un Business Management from the University of London. He is an ethnic Pashtun Marwat.
Rehman made his acting debut in television with a leading role in the Hum TV's romantic drama series Rishtay Kuch Adhooray Se in 2013. He then starred in the 2014 drama serial Muhabbat Ab Nahi Hugi. He played Suhaib Bakhtiyar Khan in his third drama serial Diyar-e-Dil which was premiered on March 17, 2015, along with Hareem Farooq, Meekal Zulfiqar and Sanam Saeed. Khan's film credits include Slackistan and the comedy-drama Gol Chakkar. Both films are still unreleased; Slackistan was banned by Central Board of Film Censors (CBFC), Pakistan due to strong language and dialogue. Gol Chakkar was approved and was screened in October 2012. He was cast in the romantic-comedy film Janaan with fellow television actors Bilal Ashraf and Armeena Khan. The film was released on September 13, 2016, in theaters and garnered him praise as well as the Lux Style Award for Best Supporting Actor nomination.
Filmography
Films
Television
Awards and nominations
See also
List of Lollywood actors
References
External links
Alumni of the University of London
Living people
Pakistani male film actors
Pakistani male television actors
Pashtun people
Actors from Islamabad
1989 births
|
Tamissi is a village in the Boudry Department of Ganzourgou Province in central Burkina Faso. The village has a population of 161.
References
Populated places in the Plateau-Central Region
Ganzourgou Province
|
Jordan I () (after 1046 β 1091), count of Aversa and prince of Capua from 1078 to his death, was the eldest son and successor of Prince Richard I of Capua and Fressenda, a daughter of Tancred of Hauteville and his second wife, also named Fressenda, and the nephew of Robert Guiscard, duke of Apulia, Calabria, and Sicily. He, according to William of Apulia, "equalled in his virtues both the duke and his father."
In 1071, Jordan briefly rebelled against his father with the support of his uncle, Ranulf. In 1078, while his father was besieging Naples with Robert Guiscard, Jordan and Robert, count of Loritello, were ravaging the Abruzzi, then papal territory. He, his father, and the duke were all excommunicated, when, suddenly, his father fell ill, retired to Capua, reconciled with the church, and died. Jordan, fearing to rule under the ban of the church, called off the siege of Naples and went to Rome to reconcile himself to Pope Gregory VII and rectify his relations with the church, of which his father had been both servant and protector. It appears that he intended to take up the position of his father vis-a-vis the papacy and to return to unfriendly relations with the duke of Apulia, for Gregory visited Capua a mere three months after Richard's death and Jordan, probably with papal prodding, began fomenting revolt in the Guiscard's lands. The revolt, the widely supported and well-organised, was ineffectual in really curbing Robert's influence and power.
One of his chief advisors was the abbot of Montecassino, Desiderius of Benevento, who mediated between the prince and the Emperor Henry IV on the latter's descent into Italy (1081). Jordan forsook his erstwhile papal ally in exchange for an imperial investiture. Though Robert Guiscard and his brother Roger marched against him, Roger was recalled to Sicily and the expedition fell apart.
In 1085, on Robert's death, Jordan supported Bohemond, the elder son, over Roger Borsa, the eldest by Sichelgaita, who was his own sister-in-law, he having married Gaitelgrima, another daughter of Prince Guaimar IV of Salerno. For the next three years, Bohemond held Apulia with the assistance of well-trained Capuan armies. In that same year, the pope died and the antipope Clement III continued to claim the papacy. In hopes of curbing the influence of Clement and united his interests with those of the papacy once again, he pressured the College of Cardinals to elect Desiderius of Montecassino as successor Gregory. At the same time, Roger Borsa freed the captured imperial prefect of Rome in opposition to the pretensions of Jordan and the Papal Curia, which had refused confirmation of Roger's archiepiscopal candidate for Salerno. The move backfired and Desiderius, under pressure from Jordan to accept, was elected pope as Victor III. With the aid of armies from Jordan and the Countess Matilda of Tuscany, Victor took the Vatican Hill from Clement on 1 July 1086. The pope remained lukewarm to his new job until Jordan suggested that only through decisive action could the good fortune of his beloved abbey of Montecassino be sustained. This led to an important synod at Benevento (1087), where Clement was excommunicated, lay investiture outlawed, and war with the Saracens of Africa declared.
The remainder of Jordan's career was not notable and he died in November 1090 or 1091 in Piperna (near Terracina) and was buried in the monastery he had long supported, Montecassino, leaving a young son named Richard who succeeded him. His other sons, Robert and Jordan, would also succeed to the Capuan throne some day, and he left one unnamed daughter.
References
William of Apulia. Books One and The Deeds of Robert Guiscard: Book Two.
Norwich, John Julius. The Normans in the South, 1016β1130. London: Longmans, 1967.
"Giordano I." Dizionario Biografico degli Italiani. Mario Caravale, ed. Rome: 2003.
Notes
|-
|-
1091 deaths
Italo-Normans
Norman warriors
Jordan 1
Jordan 1
Year of birth unknown
|
DNA polymerase lambda, also known as Pol Ξ», is an enzyme found in all eukaryotes. In humans, it is encoded by the POLL gene.
Function
Pol Ξ» is a member of the X family of DNA polymerases. It is thought to resynthesize missing nucleotides during non-homologous end joining (NHEJ), a pathway of DNA double-strand break (DSB) repair. NHEJ is the main pathway in higher eukaryotes for repair of DNA DSBs. Chromosomal DSBs are the most severe type of DNA damage. During NHEJ, duplexes generated by the alignment of broken DNA ends usually contain small gaps that need to be filled in by a DNA polymerase. DNA polymerase lambda can perform this function.
The crystal structure of pol Ξ» shows that, unlike the DNA polymerases that catalyze DNA replication, pol Ξ» makes extensive contacts with the 5' phosphate of the downstream DNA strand. This allows the polymerase to stabilize the two ends of a double-strand break and explains how pol Ξ» is uniquely suited for a role in non-homologous end joining.
In addition to NHEJ, pol Ξ» can also participate in base excision repair (BER), where it provides backup activity in the absence of Pol Ξ². BER is the major pathway for repair of small base damages resulting from alkylation, oxidation, depurination/depyrimidination, and deamination of DNA.
Besides its catalytic polymerase domain, pol Ξ» has an 8 kDa domain and a BRCT domain. The 8 kDa domain has lyase activity that can remove a 5' deoxyribosephosphate group from the end of a strand break. The BRCT domain is a phosphopeptide binding domain that is common among DNA repair proteins and is likely involved in coordinating protein-protein interactions. Pol Ξ» is structurally and functionally related to pol ΞΌ, another member of the X family that also participates in non-homologous end joining. Like pol ΞΌ, pol Ξ» participates in V(D)J recombination, the process by which B-cell and T-cell receptor diversity is generated in the vertebrate immune system. Whereas pol ΞΌ is important for heavy-chain rearrangements, pol Ξ» seems to be more important for light-chain rearrangements. The yeast Saccharomyces cerevisiae has a single homolog of both pol Ξ» and pol ΞΌ called Pol4.
Translesion synthesis is a damage tolerance mechanism in which specialized DNA polymerases substitute for replicative polymerases in copying across DNA damages during replication. DNA polymerase lambda appears to be involved in translesion synthesis of abasic sites and 8-oxodG damages.
Interactions
Pol Ξ» has been shown to interact with PCNA.
References
DNA repair
DNA-binding proteins
|
Agaristina is a genus of tephritid or fruit flies in the family Tephritidae. It is considered a synonym to Magnimyiolia.
References
Trypetinae
|
Voetbalvereniging Sparta Nijkerk, is an association football club from Nijkerk, Netherlands. The club was founded in 1931, is currently (season 2022/2023) playing in the Derde Divisie.
History
In one of their most notable matches of recent memory, Sparta Nijkerk lost 2-0 to ADO Den Haag in the first round of the 2021β22 KNVB Cup.
In the 2021β22 season, Sparta Nijkerk qualified for the promotion playoffs, but lost 3β1 on aggregate to HSC '21 in the first round.
References
External links
Official site
Sparta Nijkerk
Football clubs in the Netherlands
Association football clubs established in 1931
1931 establishments in the Netherlands
Football clubs in Nijkerk
|
Kyokutenzan Takeshi (born August 4, 1973 as BatmΓΆnkhiin Enkhbat, ) is a former professional sumo wrestler from Ulaanbaatar, Mongolia, one of the first Mongolians to join the sport in Japan. He did not manage to reach the top two divisions, but was regarded as a kind of mentor and father figure by younger Mongolian wrestlers who followed him, such as HakuhΕ and Harumafuji. In 2005, he obtained Japanese citizenship, but he left sumo upon his retirement in November 2007, moving to Germany with his family to run a business.
Career
Kyokutenzan joined sumo in March 1992 at the same time as his more famous Mongolian colleagues KyokushΕ«zan and KyokutenhΕ, part of the first group of Mongolians ever to join the sport professionally, but unlike them he never reached sekitori status. This was due partly to an inability to put on weight, and partly to injuries. Nevertheless, he served as a tsukebito, or personal attendant, to KyokutenhΕ, and was an importance influence on other Mongolian rikishi. During his early days in sumo, when five of the six Mongolians in Εshima stable ran away due to homesickness and the hardship of training, and sought refuge in the Mongolian embassy, Kyokutenzan was the only one who remained and he persuaded his countrymen to return. The importance of this action was recognized by Futagoyama Oyakata, the former Εzeki and father of Takanohana and Wakanohana, who commented that otherwise the subsequent line of successful Mongolian wrestlers in sumo might never have emerged.
During the January 2007 tournament Kyokutenzan attracted criticism over the amount of time he was spending in the two dressing rooms in which the wrestlers prepare for their bouts. He was interviewed by the Japan Sumo Association as part of their investigation of alleged match-fixing involving yokozuna AsashΕryΕ«. Kyokutenzan responded by saying he was just giving advice to Mongolian junior wrestlers, declaring, "I have never known of any match-fixing."
Kyokutenzan retired from professional sumo at the end of the 2007 Kyushu tournament. His retirement ceremony was held in December with HakuhΕ and AsashΕryΕ« amongst the attendees as well as KyokushΕ«zan and KyokutenhΕ. Kyuokutenzan moved to Germany with his wife, who he had married in July 2007, to start a business. His second child, a girl, was born in May 2008.
Career record
See also
Glossary of sumo terms
List of non-Japanese sumo wrestlers
List of past sumo wrestlers
References
External links
1973 births
Living people
Mongolian sumo wrestlers
Japanese sumo wrestlers
Japanese people of Mongolian descent
Naturalized citizens of Japan
Sportspeople from Ulaanbaatar
|
Xiangyulubei station (), is a station of Line S1 of the Nanjing Metro. It started operations on 1 July 2014.
References
Railway stations in China opened in 2014
Nanjing Metro stations
|
Tunkwa Provincial Park (sometimes known as Tunkwa Lake Park) is a provincial park on the northern Thompson Plateau in south central British Columbia, Canada. The locality is by road about north of Logan Lake and south of Savona.
Established in 1996 on the Tunkwa Lake Road, the park encompasses the man-made Tunkwa Lake and Leighton Lake. This year-round recreational area offers trout fishing, horseback riding, camping, hunting, and snowmobiling. Many ATV trails surround the park. Although the park is open year-round, full use campsites are available from May 1 until October 12. The Tunkwa and Leighton campgrounds hold 275 vehicle-accessible campsites.
External links
British Columbia outdoor community
References
Provincial parks of British Columbia
Thompson Country
|
Antal ΓjvΓ‘ry (March 16, 1907 β 1967) was a Hungarian field handball player who competed in the 1936 Summer Olympics. He was part of the Hungarian field handball team, which finished fourth in the Olympic tournament. He played three matches as goalkeeper.
References
1907 births
1967 deaths
Hungarian male handball players
Olympic handball players for Hungary
Field handball players at the 1936 Summer Olympics
|
Halichoeres argus, or the Argus wrasse, is a species of salt water wrasse found in the Indo-West Pacific Ocean from Sri Lanka to Fiji and Tonga, then north to Taiwan, south to northern Australia.
Size
This species reaches a length of .
References
argus
Taxa named by Marcus Elieser Bloch
Taxa named by Johann Gottlob Theaenus Schneider
Fish described in 1801
|
```yaml
apiVersion: release-notes/v2
kind: bug-fix
area: security
issue:
- path_to_url
releaseNotes:
- |
**Fixed** an issue where RBAC updates were not sent to older proxies after upgrading istiod to 1.17.
```
|
Bernard Elliot Rollin (February 18, 1943 β November 19, 2021) was an American philosopher, who was emeritus professor of philosophy, animal sciences, and biomedical sciences at Colorado State University. He was considered to be the "father of veterinary medical ethics".
Early life and education
Bernard Elliot Rollin was born in Brooklyn, New York, in 1943. He received his B.A. in philosophy from the City College of New York in 1964, and his Ph.D. in philosophy from Columbia University in 1972. Rollin met his future wife Linda while studying at the City College of New York; they married in 1964 and had one son.
Career
In 1969, Rollin joined Colorado State University's department of philosophy. Rollin specialized in animal rights and the philosophy of consciousness, and was the author of a number of influential books in the field. His first books, which were among the first ones about animal ethics at the time, included Animal Rights and Human Morality (1981), published two years before Tom Regan's The Case for Animal Rights, and The Unheeded Cry: Animal Consciousness, Animal Pain and Scientific Change (1988). He also published Farm Animal Welfare (1995), and Science and Ethics (2006). He is also co-editor of the two-volume, The Experimental Animal in Biomedical Research (1989 and 1995). He published his memoir in 2011, Putting the Horse Before Descartes.
He was prominently featured in the film about speciesism, The Superior Human?, in which he analyzes the ideology of RenΓ© Descartes to help show that animals can think and feel. He helped draft the 1985 amendments to the Animal Welfare Act. In 2016, he received a Lifetime Achievement Award for Excellence in Research Ethics from Public Responsibility in Medicine and Research.
Rollin was a member of the Scientific Expert Advisory Council (SEAC), for Australian animal welfare group Voiceless, the animal protection institute. SEAC is a group of academics from around the world who assist Voiceless in the production of quality research and publications which expose legalized animal cruelty and inform public debate. He was also a board member of Farm Forward, a 501(c)(3) organization that implements innovative strategies to promote conscientious food choices, reduce farmed animal suffering, and advance sustainable agriculture.
In 2019, Rollin celebrated 50 years at Colorado State University. He and his wife Linda, a fellow professor in philosophy at Colorado State University, retired in December 2020.
Death
Rollin died in Fort Collins, Colorado, on November 19, 2021, at the age of 78.
Books
with M. Lynne Kesel (eds.). The Experimental Animal in Biomedical Research: A Survey of Scientific and Ethical Issues for Investigators, Volume I. CRC Press (1989).
with David W. Ramey. Complementary and Alternative Veterinary Medicine Considered. Wiley-Blackwell (2003). .
with G. John Benson. The Well-Being of Farm Animals: Challenges and Solutions. Wiley-Blackwell (2003).
Putting the Horse before Descartes: My Life's Work on Behalf of Animals . Temple University Press (2011).
See also
List of animal rights advocates
References
External links
1943 births
2021 deaths
20th-century American philosophers
21st-century American philosophers
American animal rights scholars
Animal cognition writers
Animal ethicists
Bioethicists
City College of New York alumni
Colorado State University faculty
Columbia Graduate School of Arts and Sciences alumni
Academics from Brooklyn
Philosophers of mind
|
Boykov (masculine, ) or Boykova (feminine, ) is a Russian and Bulgarian surname. Notable people with the surname include:
Nikolay Boykov (born 1968), Bulgarian writer
Vladimir Boykov (born 1976), Russian footballer
Russian-language surnames
|
KabakkΓΆy is a village in the ΓerkeΕ District of ΓankΔ±rΔ± Province in Turkey. Its population is 32 (2021).
References
Villages in ΓerkeΕ District
|
The 1971β72 NBA season was the 26th season of the National Basketball Association. The season ended with the Los Angeles Lakers winning the NBA Championship, beating the New York Knicks 4 games to 1 in the NBA Finals.
As the 25th anniversary of the founding of the modern NBA, the league unveiled a new logo, inspired by the logo of Major League Baseball, to commemorate the occasion. It features the white silhouette of a basketball player dribbling, framed by red and blue. Jerry West of the Los Angeles Lakers was used as the model for the logo. Coincidentally, Jerry West would win the only NBA Championship of his career during the season.
Notable occurrences
The San Diego Rockets relocated to Houston, Texas and became the Houston Rockets.
The San Francisco Warriors were renamed the Golden State Warriors and the team moved across the San Francisco Bay to Oakland.
The 1972 NBA All-Star Game was played at the Forum in Inglewood, California, with the West beating the East 112β110. To the delight of the home crowd, Jerry West of the Lakers won the game's MVP award, making a basket at the buzzer to win the game.
The Lakers' 69 wins set a new record for most regular season wins in NBA history. This mark would stand for 24 seasons, until it was bettered by the 1995β96 Chicago Bulls.
The Lakers' Elgin Baylor announced his retirement nine games into the season. That night, the Lakers began a winning streak that would last for two months, totaling 33 games. That streak still stands as the longest winning streak in the history of major American professional team sports.
The current NBA logo, which features the silhouette of Jerry West, made its debut. The blue/red pattern was adopted from the Major League Baseball logo.
This was the first season the Syracuse Nationals/Philadelphia 76ers did not make the playoffs.
This was the last season of the Cincinnati Royals. The team would relocate in the offseason, splitting their home games between Kansas City and Omaha, and rename themselves the Kings.
Regular season
The Los Angeles Lakers came into the season returning a veteran squad from their playoff run a year before. Nine games into the season, aging and oft injured Elgin Baylor announced his retirement after 13 seasons. He was replaced at the starting small forward spot by Jim McMillian, who would go on to average 18 points per game, third best on the team. Despite Baylor's retirement, the Lakers went on a 33-game winning streak. The Lakers completed two undefeated months, going 14β0 in November and 16β0 in December. After winning their first three games in January, the Lakers lost 120β104 to the Milwaukee Bucks. On March 20, 1972, the Lakers beat Golden State by a record 63 points (162β99), a mark that would stand until 1991, when Cleveland beat Miami by 68 points (148β80) and later was broken in 2021 when Memphis beat Oklahoma City by 73 points (152β79). The Lakers finished the season with a record 69 wins, which would stand until the 1995β96 season when the Chicago Bulls won 72 regular season games and later was also broken by the 2015β16 Golden State Warriors won an NBA record 73 regular season games.
The defending champion Milwaukee Bucks won 63 games on the play of renamed Kareem Abdul-Jabbar, formerly Lew Alcindor, and Oscar Robertson. The Celtics, led by second year center Dave Cowens, point guard Jo Jo White and 32-year-old swingman John Havlicek won the Atlantic Division with 56 wins. Boston had recovered from the retirement of Bill Russell, K. C. Jones and Sam Jones by winning 12 more games than the previous season.
Playoffs
In the first round, the Lakers swept the Bulls and Milwaukee defeated Golden State. New York eliminated the Bullets and Boston won against the Atlanta Hawks. In the Western Conference Finals, the Lakers lost game 1 versus the defending champion Bucks at The Forum 93β72, a game that saw the Lakers score only 8 points in the third quarter. However, the Lakers led by assist champion Jerry West, leading scorer Gail Goodrich and veteran Wilt Chamberlain would win 4 of the next 5 games and beat Milwaukee in six games. In the Eastern Conference Finals, New York defeated the top-seed Celtics in five games.
In the NBA Finals, New York won game 1 very easily, but Los Angeles won game 2 106β92 to even the series. In game 3, the Lakers jumped out to a 22-point lead and regained home-court advantage with a 107β96 win. In game 4, the Knicks forced overtime. At the end of regulation, Wilt Chamberlain was called for his fifth foul. In his first 12 seasons, he had never fouled out of a game. Chamberlain did not foul out and led the Lakers to a 116β111 victory, but he broke his wrist in the overtime period. The Lakers held a 3β1 series lead going into game 5 in Los Angeles. In game 5, Chamberlain played despite his injury. The score was tied at 53 in the first half, but the Lakers outscored the Knicks 61β47 in the second half to win the game and the NBA Championship, 114β100.
Notable trades
Final standings
By division
By conference
Notes
z, yΒ β division champions
xΒ β clinched playoff spot
Playoff bracket
Statistics leaders
NBA awards
Most Valuable Player: Kareem Abdul-Jabbar, Milwaukee Bucks
Rookie of the Year: Sidney Wicks, Portland Trail Blazers
Coach of the Year: Bill Sharman, Los Angeles Lakers
All-NBA First Team:
F β Spencer Haywood, Seattle SuperSonics
F β John Havlicek, Boston Celtics
C β Kareem Abdul-Jabbar, Milwaukee Bucks
G β Jerry West, Los Angeles Lakers
G β Walt Frazier, New York Knicks
All-NBA Second Team:
F β Billy Cunningham, Philadelphia 76ers
F β Bob Love, Chicago Bulls
C β Wilt Chamberlain, Los Angeles Lakers
G β Nate Archibald, Cincinnati Royals
G β Archie Clark, Baltimore Bullets
All-NBA Rookie Team:
Sidney Wicks, Portland Trail Blazers
Clifford Ray, Chicago Bulls
Austin Carr, Cleveland Cavaliers
Elmore Smith, Buffalo Braves
Phil Chenier, Baltimore Bullets
NBA All-Defensive First Team:
Dave DeBusschere, New York Knicks
John Havlicek, Boston Celtics
Wilt Chamberlain, Los Angeles Lakers
Jerry West, Los Angeles Lakers
Walt Frazier, New York Knicks (tie)
Jerry Sloan, Chicago Bulls (tie)
NBA All-Defensive Second Team:
Paul Silas, Phoenix Suns
Bob Love, Chicago Bulls
Nate Thurmond, Golden State Warriors
Norm Van Lier, Chicago Bulls
Don Chaney, Boston Celtics
Note: All information on this page were obtained on the History section on NBA.com or Basketball reference.com
See also
1972 NBA Finals
1972 NBA playoffs
1971β72 Los Angeles Lakers season
1971β72 ABA season
References
|
Bondage is a 2006 drama film written and directed by Eric Allen Bell, his feature film debut. The film was selected to premiere at the 2006 South by Southwest Film Festival.
Premise
Bondage is the story of a youth from Orange County, California, who escapes an abusive home environment but ends up in juvenile detention and a psychiatric center.
Cast
Michael Angarano as Charlie
Illeana Douglas as Elaine Edwards
Griffin Dunne as Dr. Simon
Sean Berdy as Young Trey
Eric Lange as Bob Edwards
Evan Ellingson as Mark Edwards
Mae Whitman as Angelica
Andy Dick as Stewart
Rocky Marquette as Richard
Michael K. Williams as Willie
Ezra Buzzington as Fred
Robert Zepeda as Reyes
Jose Pablo Cantillo as Spider
Kevin Derkash as Vincent
Shant Marashlian as Hamid
Paul Peglar as Dennis
Wes Robinson as Mike Lozano
Sam Upton as Max
Shane Baumel as Young Charlie
References
External links
Official MySpace site
2006 films
2006 drama films
American drama films
Films set in California
2000s English-language films
2000s American films
|
Mary Greeley Medical Center is a 220-bed regional medical center in Ames, Iowa. The medical center serves residents of a 14-county region in central Iowa, including a six-county primary market of Story, Boone, Greene, Hamilton, Hardin and Marshall counties. Mary Greeley offers a variety of inpatient and outpatient services, including cancer care, cardiac care, mental health, obstetrics, orthopedics, home health, hospice care, emergency services, surgical services, stroke care, and diabetic care.
The medical center is affiliated with a variety of area healthcare providers, including McFarland Clinic, a physician-owned clinic serving communities throughout central Iowa.
Although city-owned, Mary Greeley is self-sufficient and receives no public funds for ongoing operations. It is governed by a five-member elected Board of Trustees.
With approximately 1,400 employees, Mary Greeley is one of the largest employers in Story County.
History
Mary Greeley Memorial Hospital was built by Capt. Wallace Greeley and given to the city of Ames, Iowa, in memory of his late wife, Mary (Young) Greeley. A former Civil War officer on the Union side, Capt. Greeley was a highly successful businessman in Ames, and had a variety of public service roles, including mayor of Ames and three terms in the Iowa Legislature. He and Mary also helped establish the Ames Public Library, which stills stands on land donated by the couple. Mary, a shy woman and a talented artist, was a member of the library board.
The hospital, which cost $80,000 to build, was dedicated on Sept. 24, 1916. At the dedication, Capt. Greeley said, βIt affords me great pleasure, more than words can express, that I contribute something towards the welfare of not only those now in need, but also for those who will be here long after we have passed away." The hospital began treating patients on Dec. 28, 1916. According to newspaper accounts, the hospital's first patient was an Iowa State veterinary medicine student from Villisca, Iowa. In its first two weeks, 27 people were treated at Mary Greeley.
The original building has since been demolished, but the modern and significantly expanded medical center still stands on the original location on the east side of Douglas Avenue between 11th and 12th streets in Ames.
References
https://www.mgmc.org/about/
https://www.mgmc.org/about/history/a-colorful-history/
https://www.mgmc.org/about/history/a-most-magnificent-gift/
https://www.mgmc.org/about/news/2018/mary-greeley-recognized-by-prestigious-baldrige-program/
https://www.mgmc.org/about/news/2019/mary-greeley-receives-magnet-recognition/
Hospital buildings completed in 1915
Buildings and structures in Ames, Iowa
Hospitals in Iowa
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This page documents notable tornadoes and tornado outbreaks worldwide in 2019. Strong and destructive tornadoes form most frequently in the United States, Argentina, Brazil, Bangladesh, and Eastern India, but can occur almost anywhere under the right conditions. Tornadoes also develop occasionally in southern Canada during the Northern Hemisphere's summer and somewhat regularly at other times of the year across Europe, Asia, Argentina, and Australia. Tornadic events are often accompanied by other forms of severe weather, including strong thunderstorms, strong winds, and hail.
There were 1,676 preliminary filtered reported tornadoes and 1,529 confirmed tornadoes in the United States in 2019. This made 2019 the fourth most active season on record, behind 2008, 2011, and 2004. Worldwide, 101 tornado-related deaths were confirmed; 42 in the United States, 28 in Nepal, 14 in China, eight in Cuba, two each in South Africa, Turkey, and Indonesia, and one each in Chile, Italy, and Japan.
Events
United States yearly total
Costliest United States tornadoes
January
There were 18 tornadoes reported in United States in January; however, 22 were confirmed.
January 11β12 (Indonesia)
On January 11, three tornadoes formed in West Java, Indonesia. The first tornado struck Karawang with unknown intensity, damaging 21 to 25 homes in East Kopo Village and another 10 homes in Tegaljaya Village. One person was injured during this tornado. The second and third tornadoes struck Rancaekek, Bandung and damaged more than 640 houses, injuring two people. On January 12, a tornado struck Sukabumi damaging 89 homes.
January 19
On January 19, the Storm Prediction Center issued a slight risk of severe weather for much of Mississippi and Alabama, along with parts of Louisiana, Georgia, and the Florida Panhandle. This included a 5% risk of tornadoes. A small tornado outbreak impacted the Deep South later that day. Five weak tornadoes struck Mississippi and Louisiana in the morning hours, including an EF1 tornado that destroyed a mobile home and a storage building and caused considerable roof damage to surrounding homes to the northeast of Franklinton, Louisiana. A high-end EF2 tornado caused significant structural damage in Wetumpka, Alabama. The First Presbyterian Church was destroyed, along with the First Baptist Church, the police station, a senior center, and several homes were severely damaged or destroyed. Four people were injured. An EF1 tornado near Booth, Alabama destroyed a trailer, injuring two people inside. Three other EF1 tornadoes touched down in Alabama and the Florida Panhandle, including one that caused damage at Tyndall Air Force Base. Overall, this outbreak produced 10 tornadoes and resulted in six injuries.
January 24 (Indonesia)
In Sukoharjo, Middle Java, a tornado touched down and unroofed or caused significant roof damage to 50 houses in Sukoharjo, and to 25 others both in Jetis and Gayam. Four houses were also damaged by falling trees. In Maluku Tenggara, a waterspout come ashore, damaging eight homes, three of them severely, and severely damaging the dome of a mosque.
January 24 (Turkey)
On January 24, Turkey was impacted by four tornadoes. Two people were killed and 11 injured by an F2 tornado in the Kumluca area of Antalya Province, where homes and businesses sustained major damage. Several vehicles and trailers were tossed and damaged by the tornado as well. One of the fatalities occurred when a man attempted to take shelter inside a metal cargo container at a construction site, while the other occurred as a result of a collapsed roof. Another F2 tornado flattened a large swath of trees in a heavily forested area near Olympos, while an F1 tornado near Kum damaged homes and greenhouses. In Sahilkent, an F2 tornado caused significant damage to vehicles as well.
January 27 (Cuba)
An unusual violent nighttime EF4 tornado struck the eastern side of Havana, Cuba's capital city, killing 8 people and injuring 190 others, some critically. The large stovepipe tornado caused widespread major damage as it moved through densely populated areas of the city. Numerous well-built masonry homes and businesses were badly damaged or destroyed, including 90 homes that completely collapsed, and more than 3,500 homes that were badly damaged or partially collapsed. Concrete frame structures sustained major damage, and vehicles were thrown into or crushed by falling debris, or were tossed and mangled beyond recognition. Numerous trees and power poles were snapped as well. This was the strongest tornado to strike Cuba in nearly 80 years, since an F4 tornado struck Bejucal on December 26, 1940.
February
There were 26 tornadoes reported in the United States in February; however, 27 were later confirmed.
February 23β24
On the morning of February 23, the Storm Prediction Center issued a moderate risk of severe weather. This included a 15% hatched risk area for tornadoes. The possibility of a few strong, long-tracked tornadoes was noted. On the evening of February 23, through the early morning hours or February 24, a small tornado outbreak occurred in portions of Mississippi, Alabama and Georgia. A large, rain-wrapped EF3 tornado touched down and struck the city of Columbus, Mississippi, damaging or destroying numerous homes and businesses in town. A church was largely destroyed, and the top of a cell tower was bent over. A large brick grocery store building was almost entirely leveled, resulting in one fatality, the first of 2019. Nineteen other people were injured by the tornado. An EF2 tornado also caused considerable damage to homes and trees as it clipped the west edge of Burnsville, Mississippi. In addition, an EF1 tornado near Kingville, Alabama downed hundreds of trees and destroyed a manufactured home.
Overall, this outbreak produced eight tornadoes, killed one person, and resulted in 19 injuries. The storm caused $1.4 billion in damage.
March
There were 145 tornadoes reported in the United States in March, of which 111 were confirmed.
March 3
On March 1, parts of Alabama, Georgia, Florida, and South Carolina were highlighted in a slight risk for severe weather by the Storm Prediction Center. On March 2, during the evening updated outlook, the Storm Prediction Center issued an enhanced risk from easternmost Alabama, extending through central Georgia and into western South Carolina due to the risk of a few strong tornadoes. On March 3, the Storm Prediction Center maintained the enhanced risk area, which included a 10% hatched risk area for tornadoes. Later that afternoon and evening, a tornado outbreak occurred across parts of Alabama, Georgia, Florida, and South Carolina as numerous tornadic supercell thunderstorms overspread the region. A violent, long-tracked EF4 tornado killed 23 people as it decimated the rural community of Beauregard in Lee County, Alabama. Well-built homes were leveled, trees were debarked, and vehicles were lofted and mangled beyond recognition by this violent tornado. The tornado continued through western portions of Georgia, striking Talbotton at EF3 strength and causing major damage in that town before dissipating. In addition to the 23 fatalities, 97 people were injured by the tornado. The Beauregard tornado ended the record-long 673-day streak without a violent (EF4 or EF5) tornado in the United States since the last one touched down near Canton, Texas on April 29, 2017. It was also the deadliest tornado to strike the United States since the 2013 Moore tornado.
Near Eufaula, a high-end EF2 tornado caused major damage to structures and aircraft at Weedon Field, and also destroyed a fire station. Another EF2 tornado caused significant damage to homes, mobile homes, and vehicles near Fort Valley, Georgia, injuring one person. The town of Cairo, Georgia was also significantly impacted by an EF2 tornado, where homes and businesses were severely damaged and two people were injured. In Florida, two people were injured when an EF3 tornado destroyed multiple homes to the east of Tallahassee. In South Carolina, an EF2 tornado snapped large trees and power poles, damaged a gas station, and injured four people near Clarks Hill. Numerous weak tornadoes also touched down, including an EF0 tornado that struck downtown Macon, Georgia. Overall, this outbreak produced 41 tornadoes and killed 23 people. All of the fatalities from this outbreak occurred in Lee County, Alabama as a result of the long-tracked EF4 tornado that struck Beauregard.
March 12β14
A three-day tornado outbreak affected various regions of the United States during mid-March 2019. On March 12, an EF2 tornado impacted the city of Dexter, New Mexico. The tornado damaged or destroyed several homes and mobile homes in town, injuring 6 people. It was the earliest EF1 or stronger tornado in the state of New Mexico on record and also the first tornado in Chaves County during the month of March going back to 1959. Another EF2 snapped numerous power poles near Malaga as well. Over the course of March 13, a few weak tornadoes touched down in parts of Texas, including an EF0 and an EF1 that struck the town of Junction, resulting in moderate damage. Another EF1 tornado blew off roofs in Zephyr. On March 14, the Storm Prediction Center (SPC) issued an enhanced risk of severe weather from northern Indiana and northwestern Ohio southward into northern Alabama. The most notable tornado of the day was a strong EF2 tornado that caused major structural damage to several homes and a church near Lovelaceville, Kentucky, before weakening and striking West Paducah, where a mall and several businesses sustained minor damage. The tornado narrowly missed the National Weather Service office in Paducah, and was caught on video by a meteorologist on duty. Another EF2 tornado struck the small town of Vernon, Michigan, where homes had roofs and exterior walls removed and a business was destroyed. Many tornadoes touched down in Alabama on the evening of March 14, almost all of which were weak. However, an EF2 that passed near Titus severely damaged multiple homes and two convenience stores. Numerous other EF0 and EF1 tornadoes touched down in parts of Kentucky, Indiana, Michigan and Ohio as well. Overall, this outbreak produced 38 tornadoes and injured eight people.
March 13 (Germany)
On March 13, an F3 tornado touched down in extreme western Germany, very close to the border of Belgium, causing a swath of major tree damage as it moved through heavily wooded areas. The tornado struck the town of Roetgen directly, where 40 homes were damaged, 10 of which were left uninhabitable. Two of these homes had their roofs completely destroyed, and several others sustained partial roof removal. Detached garages were destroyed, and structural debris and insulation was scattered throughout the damage path. Some debris was impaled into the exterior walls of damaged homes. Trees were snapped and uprooted, and metal street lamp poles were bent to the ground. Two office buildings had their roofs torn off and windows shattered, and vehicles were damaged by flying debris and falling trees as well. Five people were injured in Roetgen, four of which required hospitalization. As the tornado moved through forests outside of Roetgen, it completely mowed down swaths of trees, and large trees were snapped and stripped of their limbs. The tornado was initially rated F2, but was later upgraded to F3 after re-assessment of the intense tree damage that occurred outside of town.
March 31 (Nepal)
On March 31, a destructive and deadly tornado tore through several villages of the Bara District and Parsa District of Nepal, killing 28 people and injuring 1,176 others. It was the country's first ever confirmed tornado, and was estimated to have been EF2 or EF3 in intensity. Most of the dead and injured were poor and living in weakly-built houses that were destroyed. However, several well-constructed masonry structures, including a mosque, were completely leveled. A total of 1,273 homes were destroyed and a further 1,348 sustained damage. The majority of damage took place in Bara where 1,183 homes were destroyed. Vehicles were thrown, and numerous trees were snapped and denuded as well.
April
There were 303 tornadoes reported in the United States in April, of which 275 were confirmed.
April 13 (China)
On the afternoon of April 13, 2019, two tornadoes affected the Guangdong and Hainan Provinces in China. One tornado reached EF3 intensity as it slammed directly into He'an City in Guangdong Province, killing 1 person and injuring 5. The tornado began at 14:09 local time and moved due southwest. Several trees were snapped outside of town at EF1 strength before the tornado reached EF3 intensity in the town. Several homes had their roofs removed and some of their walls collapsed, and many metal power poles were snapped as well. A wind speed of 50.7 meters per second (113Β mph) was recorded by an automatic weather station as the tornado passed through the city. The tornado was also caught on camera by a local resident. The tornado weakened further as it exited the town, before dissipating shortly afterward at 14:18 local time. During the main EF3 tornado, another tornado, that was not given a rating occurred in Hainan Province.
April 13β15
On April 13, the Storm Prediction Center issued a moderate risk of severe weather for much of Louisiana, along with portions of Texas, Arkansas, and Mississippi. This included a 15% hatched risk area for tornadoes. A highly sheared and unstable atmosphere in place over much of the Southern United States provided a favorable environment for supercells and tornadoes, including the potential for strong, long-tracked tornadoes. Throughout the afternoon and evening, a tornado outbreak unfolded as multiple significant tornadoes tracked through the outlined threat area. An EF3 tornado severely impacted the town of Franklin, Texas, destroying numerous homes and businesses, and injuring 12 people. Another long-tracked EF3 tornado struck Weeping Mary and Alto, destroying numerous homes and the Caddo Mounds State Historic Site museum, killing two people and injuring 20 more. Alto had also sustained significant damage from a separate EF2 tornado that occurred earlier in the day. Three separate EF2 tornadoes struck Vicksburg, Mississippi, damaging homes and businesses. A high-end EF2 tornado also impacted Hamilton, destroying homes and a fire station, and killing one person there. After the high-end EF2 tornado, another EF2 tornado impacted areas near Greenwood Springs, Mississippi. In a later analysis, published in the Monthly Weather Review, it was noted βthis tornado produced forest devastation and electrical infrastructure damage up to at least EF4 intensityβ with winds up to 182Β mph, which would make it the strongest tornado of the outbreak. Severe storms and tornadoes continued overnight into April 14 as the system pushed eastward, and an enhanced risk of severe weather was issued for parts of the Eastern United States, included a large 5% risk area of tornadoes extending from Georgia up to Pennsylvania. Widespread tornado touchdowns occurred in the threat area, though most were weak. However, an EF2 tornado struck Shelby, Ohio, where a Chevrolet dealership and several homes were significantly damaged, and six people were injured. A high-end EF2 tornado struck Starbrick, Pennsylvania as well, where a lumber company sustained major damage. A few additional tornadoes occurred into the early morning hours of April 15, including an EF2 tornado that caused severe damage to homes and a warehouse near Laurel, Delaware. Overall, this outbreak produced 71 tornadoes that killed three people.
April 17β19
Following the previous event, another outbreak of tornadoes impacted the Deep South and Eastern United States, accompanying a strong cold front across the southern Great Plains and into the Southeast. The Texas Panhandle, Kansas, and western Oklahoma were impacted on the afternoon of April 17, with eight weak tornadoes causing little to no damage. The next day, the Storm Prediction Center issued an enhanced risk for Mississippi and Alabama, including a 10% hatched risk area for tornadoes. A total of 43 tornadoes touched down in Mississippi that evening, a few of which were strong. One tornado that touched down in the small town of Morton severely damaged or destroyed several homes and was rated high-end EF2. Two EF1 tornadoes downed numerous trees in Philadelphia, Mississippi as well, one of which collapsed the exterior wall of an urgent care. Two EF2 tornadoes near Learned snapped numerous large trees and power poles as well. By April 19, the severe weather threat had shifted to the Eastern United States, with a moderate risk in place for the Carolinas and Virginia. This included a 10% risk area for tornadoes, and numerous tornadoes touched down from Florida to Pennsylvania throughout the day and evening, several of which were strong. In Virginia, an EF3 tornado passed near Rocky Mount destroying homes, tossing vehicles, and injuring two people. An EF2 tornado also ripped the roof off of a house near Mineral, while another EF2 tornado near Charles City severely damaged a rod and gun club. A few significant tornadoes occurred across parts of the Carolinas as well, including an EF2 tornado that significantly damaged a few homes in the southern part of Hillsborough, North Carolina. Further north, EF2 tornadoes caused considerable damage in the Pennsylvania communities of St. Thomas and Lewistown. The storm system also led to a Major League Baseball game being postponed between the Baltimore Orioles and Minneapolis Twins. A total of 95 tornadoes were confirmed as a result of this outbreak, none of which caused fatalities.
April 24β25
Beginning on April 24, a small outbreak of strong tornadoes impacted Texas and Louisiana. A strong EF2 tornado impacted the outskirts of Bryan, Texas, where a house and several warehouses sustained major structural damage, and one person was injured. Another strong tornado caused high-end EF2 damage in the town of San Augustine, Texas, where multiple homes and businesses were damaged or destroyed. During the early morning hours of April 25, a large tornado of EF3 intensity caused major damage in Ruston, Louisiana, including portions of the Louisiana Tech University campus. Numerous homes and businesses were damaged or destroyed, vehicles were lofted, and two people were killed when a large tree crushed a house. Another early-morning wedge tornado tracked from Morehouse Parish, Louisiana into Ashley County, Arkansas, mowing down hundreds of trees at EF2 intensity. Near Jena, Louisiana, an EF2 tornado ripped half of the roof off of a house and downed many trees. A few additional weak tornadoes touched down across portions of the Ohio Valley, including two EF1 tornadoes touched down near North Vernon, Indiana, causing damage to trees, vehicles, and homes. 17 tornadoes were confirmed as a result of this outbreak, which killed two people.
April 30
During the afternoon and evening of April 30, numerous tornadoes touched down across portions of Texas, Oklahoma, Kansas, Missouri, Illinois, and Arkansas, a few of which were strong. An EF3 wedge tornado killed two people, injured 9 others, and caused major damage as it passed near Blue, Oklahoma. A high-end EF2 tornado touched down in the northern part of Ozark, Missouri before passing near Rogersville, injuring three people and destroying or heavily damaging numerous homes. Significant damage to homes and businesses also occurred as a result of an EF2 tornado that struck Haileyville, Oklahoma, where one person was injured. Another EF2 tornado caused damage to homes, barns, power lines, and outbuildings near Talala. Numerous other weak tornadoes also touched down, including an EF1 tornado that struck Denton, Texas, downing trees at the Texas Woman's University campus and in nearby neighborhoods. Overall, this outbreak produced 48 tornadoes and killed two people.
April 30 (Europe)
A large F2 stovepipe tornado touched down in Romania near Drajna NouΔ, a village in CΔlΔraΘi County. 10 buildings sustained damage from the tornado. A passenger bus was overturned and blown into a field by the force of the winds, injuring 12 people. An F0 tornado that touched down in field near Movila Banului, Romania occurred as well, and a weak, brief tornado of unknown intensity was also confirmed near Banatska Dubica, Serbia.
May
There were 556 tornado reports in the United States in May, of which 516 were confirmed. This made May 2019 both the most active May for tornadoes since 2003, and the single most active tornado month overall since April 2011, when 542 and 773 confirmed tornadoes touched down respectively.
May 17β30
In mid- to late May, the mid-level pattern across the United States was characterized by an expansive area of high pressure across the Southeast and an abnormally strong trough across the West. With warm, moist air propagating northward from the Gulf of Mexico, and several mid-level impulses intersecting this unstable airmass, conditions became ideal for sustained and significant severe weather beginning on MayΒ 17. In the 13 following days, more than 500 reports of tornadoes were received by the Storm Prediction Center, an occurrence only seen four previous times in 2003, 2004, 2008, and 2011. On May 17, multiple strong tornadoes touched down across parts of Nebraska and Kansas, though they remained in mostly rural areas. Numerous EF2 and EF3 tornadoes impacted Texas on May 18, including two EF2 tornadoes that caused significant damage in the cities of Abilene and San Angelo, and an EF3 tornado which caused major damage in Ballinger as well. In the early morning hours of May 22, an EF2 tornado severely damaged a house near Adair, Iowa, killing one person and injuring another. Later that evening, an EF3 tornado caused severe damage in Carl Junction, Missouri, while another EF3 tornado destroyed homes near Golden City, killing three people and injuring one. Just before midnight, an EF3 tornado damaged or destroyed many homes and businesses in Jefferson City, killing one person and injuring 32 others. On the night of May 25, an EF3 tornado ripped through a mobile home park and a hotel in the southern part of El Reno, Oklahoma, killing two and injuring 29 others. A large outbreak of strong to violent tornadoes impacted the Ohio Valley region on the evening of May 27, including an EF3 tornado that caused severe damage in Celina, Ohio, killing one person there and injuring eight others. Dayton, Ohio and its surrounding suburbs were hit by EF4, EF3, and EF2 tornadoes in quick succession, resulting in widespread major damage throughout the metro area, and at least 166 injuries. On May 28, a violent, rain-wrapped EF4 wedge tornado impacted the outskirts of Lawrence and Linwood, Kansas, destroying many homes and injuring 18 people. Cumulatively, a total of 400 tornadoes were confirmed through photo evidence or damage surveys. Eight tornado-related fatalities and numerous injuries occurred as a result of the outbreak sequence.
May 30β31 (Chile)
An F2 tornado hit Los Γngeles, Chile on May 30, causing significant damage and injuring 16 people. Homes and businesses were severely damaged, billboards and light poles were destroyed, vehicles were flipped, and power lines were downed by the tornado. The next day, another damaging F2 tornado moved through Talcahuano and ConcepciΓ³n, killing one person and injuring at least 23 people. Many homes and some businesses had partial to total roof loss as a result of the tornado, and a few sustained some collapse of exterior walls. Vehicles were overturned, and debris was strewn through streets and left tangled in power lines. Numerous trees and utility poles were downed as well.
June
There were 206 tornadoes reported in the United States in June, of which 179 were confirmed.
June 3β5 (Europe)
In early June, a three-day tornado outbreak affected several countries in Europe. The first tornado touched down in Germany on June 3 and caused F0 damage to tree limbs near near the small village of Meuchefitz. In France, another F0 tornado caused minor tree and power line damage near Courpalay. On the evening of June 4, the town of Rheden, Netherlands and several other small villages located nearby were hit by an F2 tornado. Homes and buildings had roofing torn off, greenhouses were damaged, and numerous large trees were snapped or uprooted, some of which landed on structures and cars. In Germany, another F2 tornado touched down in Bocholt, where homes and businesses had large portions of their roofs ripped off, and many trees were snapped. A caravan was thrown across a road and destroyed, a car was flipped in town, and brick garden walls were toppled over. Additional tornadoes touched down in the Netherlands later that night, including an F1 tornado that impacted Emmeloord, where 30 homes had broken windows and roof tiles stripped off. Cars in town were damaged by flying debris and falling trees, and a caravan was tossed into a garden. Another F1 tornado caused roof, tree, and vehicle damage in Ommen, while an unrated tornado also caused tree and roof damage in the Haaksbergen area. Five tornadoes touched down in remote northwestern Russia on June 5. Each of the tornadoes occurred in very sparsely populated areas of dense forest, and produced paths of significant tree damage. One F2 tornado was on the ground for 19.7Β km and reached a peak wide of 550m as it passed near Ust'-Ocheya, while another F2 tornado grew to 600m wide along a 18.5Β km track near Slobodskoy. A third F2 tornado briefly touched down in a forest near Chitayevo, snapping or uprooting many trees along a 2.3 km long and 200m wide path. Two F1 tornadoes were also confirmed in other rural areas. Farther west in France, an F0 tornado caused minor tree, fence, and roof damage in MigrΓ©. A total of 13 tornadoes were confirmed, none of which resulted in any serious injuries or fatalities.
June 6
A small outbreak of mostly weak tornadoes impacted Louisiana on June 6, causing minor to moderate damage. The most significant tornado was an EF2 tornado that threw a tied-down office trailer near Sorrento, injuring five people. An EF1 tornado also hit Baton Rouge, damaging a hospital, a warehouse, multiple vehicles, and many trees. A total of 18 tornadoes were confirmed.
June 8β9
On June 8, an EF2 tornado touched down near Fertile, Minnesota, snapping or uprooting numerous large trees, throwing farming equipment and grain bins, and damaging or destroying barns and outbuildings. On June 9, another EF2 tornado struck the west side of Copperas Cove, Texas, downing trees and damaging 196 homes. Two of these homes sustained significant structural damage. Multiple other weak tornadoes occurred across parts of the Midwestern and Central United States. A destructive squall line also pushed through the Oklahoma City metropolitan area, causing both wind and hail damage. A total of 15 tornadoes were confirmed.
June 14 (Denmark)
On June 14, two tornadoes touched down in Denmark. The first tornado was rated F1 and touched down in KrusΓ₯, downing several trees and collapsing a garage. 10 minutes later, a low-end F2/T4 tornado hit a hospital complex in Γ
benrΓ₯, flipping and damaging several vehicles in a parking lot.
June 15β16
On June 15, a moderate tornado outbreak impacted parts of the Great Plains and Midwest. An EF2 tornado caused major tree and outbuilding damage near Elletsville, Indiana, while another EF2 tornado caused significant tree and structural damage near Koleen. A third EF2 tornado near Rushville destroyed a garage, heavily damaged a house, and destroyed silos and outbuildings. An EF1 tornado also moved through Beech Grove, causing roof damage to multiple structures, and another EF1 tornado caused damage in Freedom. Two EF2 tornadoes caused severe damage to homes, snapped trees and power poles, destroyed outbuildings, and tossed vehicles and farming equipment near Oakville, Iowa. In Oklahoma, an EF2 tornado ripped the roof off a house and snapped multiple power poles near Custer City. Another damaging squall line also pushed through the Oklahoma City metropolitan area. Multiple other weak tornadoes occurred across the Great Plains the following day, including an EF1 tornado that damaged homes and trees in Arlington, Texas. An EF1 tornado also struck the town of Parker, Pennsylvania, causing moderate damage to structures and trees. Overall, this outbreak produced a total of 42 tornadoes.
June 29
An isolated low-precipitation supercell formed near Allen, South Dakota, producing an unusual, long-lived, nearly stationary tornado in some open fields. Due to the visibility and relatively flat region the tornado formed in, it could reportedly be seen dozens of miles away. There was some damage to farms, trees, and crops, and several deer were killed. The tornado was rated EF1. This unusual tornado has been described as a "hybrid" between a landspout and a typical supercell-spawned tornado.
July
There were 103 tornadoes reported in the United States in July, of which 100 were confirmed.
July 3 (China)
A violent stovepipe tornado moved through the city of Kaiyuan in Liaoning Province, Northeastern China, killing six people and injuring 190. Numerous homes sustained major structural damage, with roofs removed and exterior walls collapsed. Several multi-story apartment buildings were significantly damaged, and multiple industrial buildings and factories were also significantly damaged or completely destroyed, with metal support beams severely mangled. The most intense damage was noted at a large reinforced concrete cafeteria building, which was almost entirely leveled. Trees were snapped, twisted, and debarked and power poles were snapped as well. Vehicles were also thrown and destroyed, and farm fields in rural areas outside of the city were heavily scoured. The tornado was rated EF4 in intensity.
July 23
Between late July 22 and early July 23, several rounds of powerful thunderstorms moved through Rhode Island and southeastern Massachusetts, prompting rare tornado warnings for the region. Around mid-day of July 23, two EF1 tornadoes struck two different towns on Cape Cod. One tornado touched down in West Yarmouth, ripping off the roof of the Cape Sands Inn, uprooting dozens of trees, and sending one tree into a residence. This tornado lifted ten minutes later in South Yarmouth. The second EF1 tornado struck Harwich, snapping trees and ripping shingles off of roofs before lifting five minutes later. A survey by NWS meteorologists discovered a third EF1 tornado struck Harwich, remaining on the ground for only one minute. No casualties were reported. Just three other confirmed tornadoes have occurred on Cape Cod since 1950, one of which occurred just nine months prior in October 2018. Two other weak tornadoes touched down in North Carolina, and a total of five tornadoes were confirmed as a result of this event. Straight line winds due to the storm caused 325,000 customers in New Jersey to lose power, the largest power outage in state history since Hurricane Sandy, while flooding due to the system forced the closure of the Long Island Expressway close to Francis Lewis Boulevard for an hour late on July 22,. The storm also resulted in 20,000 customers on Long Island losing power.
July 28 (Europe)
At around 2:00Β a.m. on July 28, an F2 tornado hit Fiumicino in Central Italy, passing near the Leonardo da VinciβFiumicino Airport. The tornado tossed and flipped multiple cars, killing a woman inside one of them. The tornado also damaged several homes and a gas station, bent signs to the ground, and downed trees and brick fences as well. The tornado was a part of a small outbreak of otherwise weak tornadoes that impacted several countries in Europe that day. An F0 tornado caused roof and chimney damage in the Klagstorp, Sweden area, while another weak tornado caused damage to trees and vehicles in JΓΆnkΓΆping County, Sweden. A total of 7 tornadoes were confirmed.
August
There were 75 tornadoes reported in the United States in August; however, 78 were confirmed.
August 9 (Europe)
A small outbreak of seven tornadoes impacted Europe on August 9, including an F1 rope tornado that touched town in downtown Amsterdam, Netherlands. This tornado was caught on video by many tourists and locals as it caused roof damage to structures and damaged trees. A tourist boat was also struck and damaged by the tornado as well. Another F1 tornado near Hem, Netherlands snapped trees, overturned two trailers, and damaged greenhouses. The most significant event of the outbreak was a strong tornado that touched down in northeastern France, causing damage to roofs and vehicles in the Longwy and Herserange areas. The tornado crossed into Luxembourg and grew into a multiple-vortex, high-end F2 tornado that tore directly through Rodange, Lamadelaine, and PΓ©tange, injuring 19 people, two critically. Numerous homes, apartment buildings, and multi-story brick buildings had their roofs torn off, and a few sustained some failure their upper floor exterior walls. Streets were littered with debris, and numerous vehicles were crushed and damaged by falling bricks and flying debris. Many trees were snapped or uprooted, and large metal truss transmission towers were toppled to the ground. Billboards and signs were blown over as well. In western Russia, a tornado of unknown intensity caused considerable damage to homes in the small village of Malyy Karamas, while another tornado caused minor tree and roof damage in the village of Kurgem. Two other weak tornadoes were confirmed near Kuressaare, Estonia and Beausite, France, causing little to no damage.
August 11β12 (New Zealand)
Severe thunderstorms hit New Zealand's North Island with hail and tornadoes over two consecutive days. On August 11, severe thunderstorms hit Auckland, with a tornado hitting the suburb of Saint Heliers and lifting roofs. More severe thunderstorms developed on the following day. Two tornadoes were reported from the Taranaki region, causing damage to houses and injuring one person. A tornadic waterspout touched down at the Auckland waterfront, damaging boats and businesses, and causing a container to fall on a car, injuring a person inside. Large hail, lightning and torrential rain accompanied the tornadoes.
August 20
Three tornadoes embedded in a line of severe thunderstorms caused damage in Iowa on August 20. Near Van Meter, Iowa, a brief EF1 tornado caused damage to trees and a residence. Another EF1 tornado near Harvey, Iowa caused minor damage to crops, trees, and buildings. The most significant tornado of the event was a strong EF3 tornado near Lacona, Iowa that tore through the Iowa Operator Engineers Training Facility, where multiple large metal warehouse buildings were completely destroyed, with debris scattered throughout the area. Metal footings were ripped out of concrete at a few of these structures. Elsewhere along the path, trees, grain bins, and a few farmsteads sustained less severe damage.
August 29 (China)
On the night of August 29, a strong EF2 tornado struck Nada, Hainan in South China, causing eight fatalities and leaving two people injured. Multiple factories and industrial buildings were severely damaged or destroyed, and homes sustained significant damage as well. The fatalities occurred when temporary housing for workers at a construction site was obliterated. Many trees and power poles were downed, some of which landed on structures and vehicles.
September
There were 87 tornadoes reported in the United States in September, of which 83 were confirmed.
September 5 (Hurricane Dorian)
On September 5, the approach and landfall of Hurricane Dorian triggered an enhanced risk from the SPC with a rare 15% non-hatched area for tornadoes. A small, but destructive tornado outbreak then occurred across the Carolinas, as embedded supercells within the outer bands of the hurricane came ashore. An EF1 tornado struck Little River, South Carolina, damaging docks, trees, and homes. In North Myrtle Beach, an EF0 tornado damaged mobile homes and condominiums. A majority of the tornadoes occurred in North Carolina, including a damaging EF2 tornado that destroyed numerous RVs and mobile homes in Emerald Isle, as well as causing severe roof damage to some frame homes. Another EF2 tornado struck Carolina Shores, tearing large sections of roof off multiple homes, snapping many trees, and injuring one person. Two separate EF0 tornadoes struck Wilmington, resulting in minor damage to trees and homes in the city. Another EF0 tornado moved through downtown New Bern, causing minor tree and awning damage. A total of 25 tornadoes were confirmed as a result of this outbreak.
September 10β11
On September 10, multiple tornadoes occurred across parts of the Northern Great Plains, several of which were strong. A multiple-vortex, EF2 wedge tornado passed through rural areas near Fort Laramie, Wyoming, causing significant damage to homes and other structures. Just before midnight, three separate brief, but strong high-end EF2 tornadoes impacted the city of Sioux Falls, South Dakota, causing severe damage. The first tornado struck residential areas in the south side of town, where several homes had roofs and exterior walls ripped off. The second tornado struck the Avera Behavioral Health Center and Avera Heart Hospital in southeastern Sioux Falls, where numerous windows were blown out, and eight people were injured by flying glass and debris, while one had a fractured skull as they were thrown into the exterior wall of the building. The hospital also sustained considerable roof and facade damage, and cars were tossed in the parking lot. The third tornado touched down closer to the downtown area of the city, flipping cars, severely damaging businesses, and tearing the roof off a multi-story apartment building. Numerous trees were snapped or uprooted by the three tornadoes as well. Winds were estimated to have reached as high as 130 MPH in the Avera Heart Hospital tornado. Several other weak tornadoes also touched down across the region that day as well. On September 11, two EF2 tornadoes occurred near Fleming, Colorado, with one snapping power poles and the other destroying a pole barn. A brief EF0 tornado also touched down in Grand Rapids, Michigan, blowing the roof off an apartment building. A total of 12 tornadoes were confirmed.
September 24
On the night of September 24, a large tornado touched down in the village of Elk Mound, Wisconsin, where trees were downed and a few homes sustained moderate damage. The tornado continued to the northeast and intensified as it passed through rural areas outside of town, reaching EF3 intensity and destroying several homes and mobile homes in the area. Vehicles were tossed and damaged, while barns, outbuildings, and self-storage units were destroyed, and numerous trees were snapped, denuded, and partially debarked as well. Three people were injured by the tornado. An EF1 tornado passed near Greenwood, Wisconsin, damaging trees, silos, and barns, and killing three cows. Further east, an EF0 tornado caused minor damage in Lake City, Minnesota. A few other weak tornadoes touched down in Kansas, Texas, and Iowa as well. A total of eight tornadoes were confirmed.
October
There were 66 tornadoes reported in the United States in October, of which 62 were confirmed.
October 12 (Japan)
On October 12, Typhoon Hagibis produced a strong EF2 wedge tornado that ripped through Chiba Prefecture, causing severe damage in Ichihara, south-east of Tokyo. Several homes sustained major structural damage, some of which sustained roof loss and exterior wall damage. Multiple cars were thrown and damaged, and one man was killed when his vehicle was flipped by the tornado. Debris was strewn across roads and wrapped around power lines, and trees and power poles were snapped. At least five other people were injured. The tornado was clearly visible on radar, with a hook echo and debris ball present.
October 18β20 (Tropical Storm Nestor)
Multiple tornadoes touched down in Florida, Georgia, and South Carolina in association with Tropical Storm Nestor. The strongest tornado was a large, destructive EF2 tornado that struck Kathleen, Florida to the west of Lakeland. It destroyed one home while causing significant damage to other homes, significantly damaged the roof of Kathleen Middle School, downed fences and trees, tossed a camper into a residence, and overturned a tractor trailer. An EF1 tornado also damaged 18 homes and damaged or destroyed several vehicles in the northwestern part of Cape Coral, Florida.
October 20β22 (South Central United States)
On the night October 20, an intense, destructive EF3 tornado moved through densely populated areas of Dallas and Richardson, Texas. Numerous homes, businesses, schools, churches, and other buildings were severely damaged or destroyed by the tornado. Numerous trees and power lines were downed throughout the path as well. A high-end EF2 tornado also struck the suburb of Garland, Texas and heavily damaged multiple warehouse buildings and homes. Several other tornadoes impacted areas in and around the DallasβFort Worth metroplex that night, including a high-end EF1 tornado that moved through residential areas in Rowlett and Wylie, causing considerable roof damage to numerous homes. The next day, a very large -wide EF2 tornado hit Siloam Springs, Arkansas, damaging many homes and businesses. The tornado continued to the northeast and caused additional damage in Rogers, Arkansas. Later, an EF1 tornado struck areas of south Memphis, Tennessee, damaging an apartment complex, businesses, trees, and vehicles. Two weak EF0 tornadoes touched down on October 22, causing minor damage before the outbreak came to an end. A total of 36 tornadoes were confirmed as a result of this outbreak.
October 20 (Indonesia and Malaysia)
On October 20, a tornado moved through three different villages in Batu, East Java in Indonesia, causing one fatality, heavily damaging or destroying about 20 houses, and causing minor to moderate damage to many other homes. The tornado also snapped trees and damaged parts of the electricity network within the affected villages. Another tornado was reported near Kedah in Malaysia, destroying two dozen homes.
October 31 β November 1
On Halloween evening, a fast-moving and powerful cold front swept through the Eastern United States. Several tornadoes touched down, the most significant of which was an EF2 tornado that stuck the Philadelphia suburb of Glen Mills, Pennsylvania. The tornado heavily damaged three homes in town and caused lesser damage to several others. Numerous trees were snapped or uprooted by the tornado, and two people were injured. Several other EF0 and EF1 tornadoes occurred in Tennessee, Virginia, and South Carolina. In Gilbert, South Carolina, a tornado touched down and moved bleachers at Pleasant Hill Middle School before dissipating. that evening as well. The storm system produced a few additional tornadoes across the region on November 1 as well, including an EF1 tornado that moved through Madison, New Jersey, downing numerous trees. Some of the trees landed on homes, vehicles, and power lines. Another EF1 tornado impacted the south edge of Chesapeake, Virginia as well, destroying an RV camper and inflicting roof, shingle, and gutter damage to several homes. A total of 10 tornadoes were confirmed. The severe weather outbreak knocked out power to 750,000 customers.
November
There were 19 tornadoes reported in the United States in November, all of which were confirmed.
November 4 (Greece)
On November 4, right after 1 PM, a large high-end F1 tornado touched down in the Greek city of Kalamata and impacted an olive oil factory, causing considerable damage. No casualties were reported.
November 12 (South Africa)
The South African Weather Service confirmed a tornado of unclassified strength tornado near New Hanover, KwaZulu-Natal. The strong tornado snapped and uprooted numerous trees, and damaged or destroyed multiple homes. Two people were killed and several more were injured.
November 18 (New Zealand)
A tornado tore through the city of Christchurch on NovemberΒ 18, tearing off roofs, shattering windows, and injuring two people. No deaths were reported. The tornado was accompanied by a severe thunderstorm which brought hail, lightning and thunder as well as a waterspout that was spotted out at sea at New Brighton.
November 26β27
A cold front brought rain showers, gusty winds, and severe weather to the Southern United States on the night of NovemberΒ 26. A few tornadoes, two of them strong, touched down in Louisiana and Mississippi. An EF2Β tornado near Baskin, Louisiana destroyed two mobile homes, downed trees and power poles, and slid a church partway off its foundation. Two people, one of whom later died, were injured in one of the mobile homes. Another EF2Β tornado damaged homes and destroyed outbuildings in Star, Mississippi. Two EF1Β tornadoes in Louisiana and Mississippi also caused damage that was mostly limited to trees. On the morning of NovemberΒ 27, a low-topped supercell spawned three brief EF0 tornadoes in Pike and Barbour Counties in Alabama, resulting in minor damage. An EF1Β tornado downed large trees and tree limbs near Puckett, Mississippi as well. A total of eight tornadoes were confirmed, along with one fatality.
November 29
An unusual nighttime tornado event occurred in Arizona as four weak touched down at night in the suburbs of Phoenix. The strongest tornado, rated EF1, moved through Glendale and Scottsdale, blowing off roofs and downing large trees, some of which landed on vehicles. A separate EF0Β tornado also moved through Glendale and Scottsdale, downing additional trees and tearing off carports. An EF0Β tornado also caused minor tree damage in Higley, while another EF0Β tornado struck Queen Creek, damaging roofs and downing trees and power poles.
December
There were 72 tornadoes reported in the United States in December, of which 56 were confirmed.
December 5 (Indonesia)
On December 5, thunderstorms were reported over Indonesia. One storm over Rote Island produced a waterspout which moved onshore, becoming a tornado and causing significant damage. Many homes were damaged by the tornado, and at least one person was injured.
December 10β11 (Indonesia)
On December 10, a tornado struck Bangkalan, causing significant damage but no fatalities. Multiple buildings sustained varying degrees of damage, including a warehouse and a workshop. Many trees and power poles were downed, including an electrical pole that fell onto a car. A second rain-wrapped tornado also touched down in another part of Bangkalan, downing trees, one of which landed on a car and caused a fatality. On December 11, a severe thunderstorm produced a tornado in Magetan, unroofing several houses and shop, causing severe tree damage, and injuring two people.
December 16β17
A significant tornado outbreak unfolded across the Southern United States, particularly in Louisiana, Mississippi, and Alabama during the afternoon and evening of December 16. The Storm Prediction Center had issued a moderate risk with a 15% chance of significant tornadoes for the region after an upgrade from enhanced risk. The event was well forecasted, with outlooks being issued as far out as day 5. Many PDS tornado warnings and a rare tornado emergency in Alexandria, Louisiana were issued. An EF3 tornado struck Alexandria and areas outside of town, causing major damage and one fatality. Two more fatalities occurred in Lawrence County, Alabama as a result of an EF2 tornado that struck near Town Creek. EF3 tornadoes also caused severe damage in and around the towns of Sumrall and Laurel, Mississippi. Significant damage from EF2 tornadoes also occurred in Guntown and Columbia, Mississippi as well. Numerous other tornadoes, several of which were strong, impacted rural areas as well. On December 17, a few additional tornadoes touched down in Georgia, including a high-end EF2 that caused major damage to structures in the small community of Mystic. Overall, this outbreak resulted in three fatalities and produced a total of 40 tornadoes.
December 28β29
A shortwave trough moved across New Mexico and Texas on December 28 and developed into a low that moved across the southeastern United States on December 29, bringing severe thunderstorms to the Midwest and Deep South. On December 28, two EF0 tornadoes damaged mobile homes and farm buildings in Oklahoma and Missouri. Activity was more intense on the afternoon and evening of December 29 when a series of eight EF0 and EF1 tornadoes touched down in Mississippi, damaging homes and outbuildings and causing extensive tree damage. A total of 10 tornadoes were confirmed.
See also
Weather of 2019
Tornado
Tornadoes by year
Tornado records
Tornado climatology
Tornado myths
List of tornado outbreaks
List of F5 and EF5 tornadoes
List of F4 and EF4 tornadoes
List of North American tornadoes and tornado outbreaks
List of 21st-century Canadian tornadoes and tornado outbreaks
List of European tornadoes and tornado outbreaks
List of tornadoes and tornado outbreaks in Asia
List of Southern Hemisphere tornadoes and tornado outbreaks
List of tornadoes striking downtown areas
List of tornadoes with confirmed satellite tornadoes
Tornado intensity
Fujita scale
Enhanced Fujita scale
International Fujita scale
TORRO scale
References
External links
TORNADOES OF 2019 - The Endless Storm Season
2019 meteorology
2019 natural disasters
Torn
Tornado-related lists by year
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Lawrence, Kansas was not well defended in the early part of the Civil War. That ended with William Quantrill's devastating guerrilla raid August 21, 1863. By early 1864 Union soldiers were permanently camped on the top and slopes of Mount Oread, then to Lawrence's southwest. It seems the camp was originally named Camp Ewing, after Brig. Gen. Thomas Ewing.
Soon a battery of cannon was placed on the top of Mount Oread and in July 1864 construction began on Fort Ulysses, also on Mount Oread. The citizens of Lawrence helped in the fort's construction. Its date of completion is unknown, although it was still under construction in December. It is very possible it was never finished.
The advance of Confederate Maj. Gen. Sterling Price in Missouri in October 1864 brought an urgency to efforts to protect Lawrence. The town was placed under martial law and a large guard detail protected the town each night. On October 18 the provost marshal at Lawrence decreed all businesses in Lawrence were to remain open only five hours a day. The situation returned to normal once Price was defeated at the Battle of Westport on October 23 and had to retreat back south.
The military complex on Mount Oread was used until the end of the Civil War. With the War's end the usefulness of the installations ceased and they were soon abandoned.
References
Forts in Kansas
Buildings and structures in Lawrence, Kansas
1864 establishments in Kansas
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Maryville is the name of several places.
In the United States:
Maryville, Tennessee
Maryville, Missouri
Maryville, Illinois
Maryville, an alternate name for Porterville, Mississippi
Maryville College in Maryville, Tennessee
Maryville University in St. Louis, Missouri
Maryville, 1865 settlement within Mesa, Arizona
In Australia:
Maryville, New South Wales
In Pakistan:
Maryville, property in Karachi, Pakistan that was owned by Frank D'Souza, the first Indian board member of British Indian Railways.
In Scotland:
Maryville, a hamlet and major motorway interchange (M73 / M74) in South Lanarkshire
See also
Marysville (disambiguation)
Ville (disambiguation)
Mary (disambiguation)
Ville-Marie (disambiguation)
Villa Maria (disambiguation)
Vila Maria (disambiguation)
Marystown (disambiguation)
Marytown (disambiguation)
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Mount Rowland () is a mountain with a sharp-pointed summit rising to in the central part of Rutmnherford Ridge, in the Saint Johns Range of Victoria Land. It was named by the Advisory Committee on Antarctic Names in 2007 after F. Sherwood Rowland, Professor of Chemistry at the University of California, Irvine, winner of the Nobel Prize in Chemistry for 1995.
The Royal Swedish Academy of Sciences awarded the 1995 Nobel Prize in Chemistry to Professor Paul Crutzen, Max-Planck-Institute for Chemistry, Mainz, Germany (Dutch citizen); Professor Mario Molina, Department of Earth, Atmospheric and Planetary Sciences and Department of Chemistry, MIT, Cambridge, MA, USA; and Professor F. Sherwood Rowland, Department of Chemistry, University of California, Irvine, CA, USA βfor their work in atmospheric chemistry, particularly concerning the formation and decomposition of ozone.β
References
Rowland
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Educational technology (commonly abbreviated as edutech, or edtech) is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
In addition to the practical educational experience, educational technology is based on theoretical knowledge from various disciplines such as communication, education, psychology, sociology, artificial intelligence, and computer science. It encompasses several domains including learning theory, computer-based training, online learning, and m-learning where mobile technologies are used.
Definition
The Association for Educational Communications and Technology (AECT) has defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources". It denotes instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning". As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignments.
Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:
Educational technology as the theory and practice of educational approaches to learning.
Educational technology as technological tools and media, for instance massive online courses, that assist in the communication of knowledge, and its development and exchange. This is usually what people are referring to when they use the term "edtech".
Educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS).
Educational technology as back-office management, such as training management systems for logistics and budget management, and Learning Record Store (LRS) for learning data storage and analysis.
Educational technology itself as an educational subject; such courses may be called "computer studies" or "information and communications technology (ICT)".
Related terms
Educational technology is an inclusive term for both the material tools and processes, and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology but is anything that enhances classroom learning in the utilization of blended, face-to-face, or online learning.
An educational technologist is someone who is trained in the field of educational technology. Educational technologists try to analyze, design, develop, implement, and evaluate processes and tools to enhance learning. While the term educational technologist is used primarily in the United States, learning technologist is synonymous term used in the UK as well as Canada.
Modern electronic educational technology is an important part of society today. Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, edtech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education.
Each of these numerous terms has had its advocates, who point up potential distinctive features. However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler's review of the literature found a complete lack of agreement about the components of a personal learning environment. Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components, or delivery methods rather than being fundamentally dissimilar in concept or principle. For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility, and context of learning; nevertheless, its purpose and conceptual principles are those of educational technology.
In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology. Initially, "virtual learning" as narrowly defined in a semantic sense implied entering an environmental simulation within a virtual world, for example in treating posttraumatic stress disorder (PTSD). In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing. Virtual education and simulated learning opportunities, such as games or dissections, offer opportunities for students to connect classroom content to authentic situations.
Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process. The combination of adaptive learning, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning. Smart learning is a component of the smart city concept.
History
Helping people and children learn in ways that are easier, faster, more accurate, or less expensive can be traced back to the emergence of very early tools, such as paintings on cave walls. Various types of abacus have been used. Writing slates and blackboards have been used for at least a millennium. From their introduction, books and pamphlets have held a prominent role in education. From the early twentieth century, duplicating machines such as the mimeograph and Gestetner stencil devices were used to produce short copy runs (typically 10β50 copies) for classroom or home use. The use of media for instructional purposes is generally traced back to the first decade of the 20th century with the introduction of educational films (the 1900s) and Sidney Pressey's mechanical teaching machines (1920s). The first all multiple choice, large-scale assessment was the Army Alpha, used to assess the intelligence and, more specifically, the aptitudes of World War I military recruits. Further large-scale use of technologies was employed in training soldiers during and after WWII using films and other mediated materials, such as overhead projectors. The concept of hypertext is traced to the description of memex by Vannevar Bush in 1945.
Slide projectors were widely used during the 1950s in educational institutional settings. Cuisenaire rods were devised in the 1920s and saw widespread use from the late 1950s.
In the mid-1960s, Stanford University psychology professors, Patrick Suppes and Richard C. Atkinson, experimented with using computers to teach arithmetic and spelling via Teletypes to elementary school students in the Palo Alto Unified School District in California. Stanford's Education Program for Gifted Youth is descended from those early experiments.
Online education originated from the University of Illinois in 1960. Although the internet would not be created for another decade, students were able to access class information with linked computer terminals. Online learning emerged in 1982 when the Western Behavioral Sciences Institute in La Jolla, California, opened its School of Management and Strategic Studies. The school employed computer conferencing through the New Jersey Institute of Technology's Electronic Information Exchange System (EIES) to deliver a distance education program to business executives. Starting in 1985, Connected Education offered the first totally online master's degree in media studies, through The New School in New York City, also via the EIES computer conferencing system. Subsequent courses were offered in 1986 by the Electronic University Network for DOS and Commodore 64 computers. In 2002, MIT began providing online classes free of charge. , approximately 5.5Β million students were taking at least one class online. Currently, one out of three college students takes at least one online course while in college. At DeVry University, out of all students that are earning a bachelor's degree, 80% earn two-thirds of their requirements online. Also, in 2014, 2.85Β million students out of 5.8Β million students that took courses online, took all of their courses online. From this information, it can be concluded that the number of students taking classes online is on a steady increase.
The recent article, "Shift happens: online education as a new paradigm in learning", Linda Harasim covers an overview of the history of online education as well as a framework for understanding the type of need it addresses, the concept of distance learning has already been invented for many centuries. The value of online education is not found in its ability to have established a method for distance learning, but rather in its power to make this type of learning process more efficient by providing a medium in which the instructor and their students can virtually interact with one another in real-time. The topic of online education started primarily in the late 1900s when institutions and businesses started to make products to assist students' learning. These groups desired a need to further develop educational services across the globe, primarily to developing countries. In 1960, the University of Illinois created a system of linked computer terminals, known as the Intranet, to give students access to recorded lectures and course materials that they could watch or use in their free time. This type of concept, called PLATO (programmed logic for automatic teaching operations), was rapidly introduced throughout the globe. Many institutions adopted this similar technique while the internet was in its developmental phase.
In 1971, Ivan Illich published a hugely influential book, Deschooling Society, in which he envisioned "learning webs" as a model for people to network the learning they needed. The 1970s and 1980s saw notable contributions in computer-based learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology as well as developments at the University of Guelph in Canada. In the UK, the Council for Educational Technology supported the use of educational technology, in particular administering the government's National Development Programme in Computer Aided Learning (1973β1977) and the Microelectronics Education Programme (1980β1986).
By the mid-1980s, accessing course content became possible at many college libraries. In computer-based training (CBT) or computer-based learning (CBL), the learning interaction was between the student and computer drills or micro-world simulations.
Digitized communication and networking in education started in the mid-1980s. Educational institutions began to take advantage of the new medium by offering distance learning courses using computer networking for information. Early e-learning systems, based on computer-based learning/training often replicated autocratic teaching styles whereby the role of the e-learning system was assumed to be for transferring knowledge, as opposed to systems developed later based on computer-supported collaborative learning (CSCL), which encouraged the shared development of knowledge.
Videoconferencing was an important forerunner to the educational technologies known today. This work was especially popular with museum education. Even in recent years, videoconferencing has risen in popularity to reach over 20,000 students across the United States and Canada in 2008β2009. Disadvantages of this form of educational technology are readily apparent: image and sound quality are often grainy or pixelated; videoconferencing requires setting up a type of mini-television studio within the museum for broadcast, space becomes an issue, and specialized equipment is required for both the provider and the participant.
The Open University in Britain and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc., was first developed) began a revolution of using the Internet to deliver learning, making heavy use of web-based training, online distance learning, and online discussion between students. Practitioners such as Harasim (1995) put heavy emphasis on the use of learning networks.
With the advent of World Wide Web in the 1990s, teachers embarked on the method of using emerging technologies to employ multi-object oriented sites, which are text-based online virtual reality systems, to create course websites along with simple sets of instructions for their students.
By 1994, the first online high school had been founded. In 1997, Graziadei described criteria for evaluating products and developing technology-based courses that include being portable, replicable, scalable, affordable, and having a high probability of long-term cost-effectiveness.
Improved Internet functionality enabled new schemes of communication with multimedia or webcams. The National Center for Education Statistics estimates the number of K 12 students enrolled in online distance learning programs increased by 65% from 2002 to 2005, with greater flexibility, ease of communication between teacher and student, and quick lecture and assignment feedback.
According to a 2008 study conducted by the U.S Department of Education, during the 2006β2007 academic year about 66% of postsecondary public and private schools participating in student financial aid programs offered some distance learning courses; records show 77% of enrollment in for-credit courses with an online component. In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU.
Computer-mediated communication (CMC) is between learners and instructors, mediated by the computer. In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC involves educator/tutor facilitation and requires the scalarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks.
Students growing up in this digital age have extensive exposure to a variety of media. Major high-tech companies have funded schools to provide them with the ability to teach their students through technology.
2015 was the first year that private nonprofit organizations enrolled more online students than for-profits, although public universities still enrolled the highest number of online students. In the fall of 2015, more than 6 million students enrolled in at least one online course.
In 2020, due to the COVID-19 pandemic, many schools across the world were forced to close, which left more and more grade-school students participating in online learning, and university-level students enrolling in online courses to enforce distance learning. Organizations such as Unesco have enlisted educational technology solutions to help schools facilitate distance education. The pandemic's extended lockdowns and focus on distance learning has attracted record-breaking amounts of venture capital to the ed-tech sector. In 2020, in the United States alone, ed-tech startups raised $1.78Β billion in venture capital spanning 265 deals, compared to $1.32Β billion in 2019.
Theory
Various pedagogical perspectives or learning theories may be considered in designing and interacting with educational technology. E-learning theory examines these approaches. These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: behaviorism, cognitivism, and constructivism.
Behaviorism
This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, and B.F. Skinner. Many psychologists used these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing animal learning experiments. Since behaviorism consists of the view of teaching people how to do something with rewards and punishments, it is related to training people.
B.F. Skinner wrote extensively on improvements in teaching based on his functional analysis of verbal behavior and wrote "The Technology of Teaching", an attempt to dispel the myths underlying contemporary education as well as promote his system he called programmed instruction. Ogden Lindsley developed a learning system, named Celeration, which was based on behavior analysis but substantially differed from Keller's and Skinner's models.
Cognitivism
Cognitive science underwent significant change in the 1960s and 1970s to the point that some described the period as a "cognitive revolution", particularly in reaction to behaviorism. While retaining the empirical framework of behaviorism, cognitive psychology theories look beyond behavior to explain brain-based learning by considering how human memory works to promote learning. It refers to learning as "all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used" by the human mind. The Atkinson-Shiffrin memory model and Baddeley's working memory model were established as theoretical frameworks. Computer science and information technology have had a major influence on cognitive science theory. The cognitive concepts of working memory (formerly known as short-term memory) and long-term memory have been facilitated by research and technology from the field of computer science. Another major influence on the field of cognitive science is Noam Chomsky. Today researchers are concentrating on topics like cognitive load, information processing, and media psychology. These theoretical perspectives influence instructional design.
There are two separate schools of cognitivism, and these are the cognitivist and social cognitivist. The former focuses on the understanding of the thinking or cognitive processes of an individual while the latter includes social processes as influences in learning besides cognition. These two schools, however, share the view that learning is more than a behavioral change but is rather a mental process used by the learner.
Constructivism
Educational psychologists distinguish between several types of constructivism: individual (or psychological) constructivism, such as Piaget's theory of cognitive development, and social constructivism. This form of constructivism has a primary focus on how learners construct their own meaning from new information, as they interact with reality and with other learners who bring different perspectives. Constructivist learning environments require students to use their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning (Termos, 2012). Under this framework, the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing a constructivist perspective may emphasize an active learning environment that may incorporate learner-centered problem-based learning, project-based learning, and inquiry-based learning, ideally involving real-world scenarios, in which students are actively engaged in critical thinking activities. An illustrative discussion and example can be found in the 1980s deployment of constructivist cognitive learning in computer literacy, which involved programming as an instrument of learning. LOGO, a programming language, embodied an attempt to integrate Piagetian ideas with computers and technology. Initially there were broad, hopeful claims, including "perhaps the most controversial claim" that it would "improve general problem-solving skills" across disciplines. However, LOGO programming skills did not consistently yield cognitive benefits. It was "not as concrete" as advocates claimed, it privileged "one form of reasoning over all others", and it was difficult to apply the thinking activity to non-LOGO-based activities. By the late 1980s, LOGO and other similar programming languages had lost their novelty and dominance and were gradually de-emphasized amid criticisms.
Practice
The extent to which e-learning assists or replaces other learning and teaching approaches is variable, ranging on a continuum from none to fully online distance learning. A variety of descriptive terms have been employed (somewhat inconsistently) to categorize the extent to which technology is used. For example, "hybrid learning" or "blended learning" may refer to classroom aids and laptops, or may refer to approaches in which traditional classroom time is reduced but not eliminated, and is replaced with some online learning. "Distributed learning" may describe either the e-learning component of a hybrid approach, or fully online distance learning environments.
Synchronous and asynchronous
E-learning may either be synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time. In contrast, asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency on other participants' involvement at the same time.
Synchronous learning refers to exchanging ideas and information with one or more participants during the same period. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time. Since students are working collaboratively, synchronized learning helps students become more open-minded because they have to actively listen and learn from their peers. Synchronized learning fosters online awareness and improves many students' writing skills.
Asynchronous learning may use technologies such as learning management systems, email, blogs, wikis, and discussion boards, as well as web-supported textbooks, hypertext documents, audio video courses, and social networking using web 2.0. At the professional educational level, training may include virtual operating rooms. Asynchronous learning is beneficial for students who have health problems or who have childcare responsibilities. They have the opportunity to complete their work in a low-stress environment and within a more flexible time frame. In asynchronous online courses, students are allowed the freedom to complete work at their own pace. Being non-traditional students, they can manage their daily life and school and still have the social aspect. Asynchronous collaborations allow the student to reach out for help when needed and provide helpful guidance, depending on how long it takes them to complete the assignment. Many tools used for these courses are but are not limited to: videos, class discussions, and group projects. Through online courses, students can earn their diplomas faster, or repeat failed courses without being in a class with younger students. Students have access to various enrichment courses in online learning, still participate in college courses, internships, sports, or work, and still graduate with their classes.
Linear learning
Computer-based training (CBT) refers to self-paced learning activities delivered on a computer or handheld devices such as a tablet or smartphone. CBT initially delivered content via CD-ROM, and typically presented content linearly, much like reading an online book or manual. For this reason, CBT is often used to teach static processes, such as using software or completing mathematical equations. Computer-based training is conceptually similar to web-based training (WBT), which is delivered via Internet using a web browser.
Assessing learning in a CBT is often by assessments that can be easily scored by a computer such as multiple-choice questions, drag-and-drop, radio button, simulation, or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates.
CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can be embedded to enhance learning.
However, CBTs pose some learning challenges. Typically, the creation of effective CBTs requires enormous resources. The software for developing CBTs is often more complex than a subject matter expert or teacher is able to use. The lack of human interaction can limit both the type of content that can be presented and the type of assessment that can be performed and may need supplementation with online discussion or other interactive elements.
Collaborative learning
Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks, allowing social learning. CSCL is similar in concept to the terminology, "e-learning 2.0" and "networked collaborative learning" (NCL). With Web 2.0 advances, sharing information between multiple people in a network has become much easier and use has increased. One of the main reasons for its usage states that it is "a breeding ground for creative and engaging educational endeavors." Learning takes place through conversations about content and grounded interaction about problems and actions. This collaborative learning differs from instruction in which the instructor is the principal source of knowledge and skills. The neologism "e-learning 1.0" refers to direct instruction used in early computer-based learning and training systems (CBL). In contrast to that linear delivery of content, often directly from the instructor's material, CSCL uses social software such as blogs, social media, wikis, podcasts, cloud-based document portals, and discussion groups and virtual worlds. This phenomenon has been referred to as Long Tail Learning. Advocates of social learning claim that one of the best ways to learn something is to teach it to others. Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education. Mobile-assisted language learning (MALL) is the use of handheld computers or cell phones to assist in language learning.
Collaborative apps allow students and teachers to interact while studying. Apps are designed after games, which provide a fun way to revise. When the experience is enjoyable, the students become more engaged. Games also usually come with a sense of progression, which can help keep students motivated and consistent while trying to improve.
Classroom 2.0 refers to online multi-user virtual environments (MUVEs) that connect schools across geographical frontiers. Known as "eTwinning", computer-supported collaborative learning (CSCL) allows learners in one school to communicate with learners in another that they would not get to know otherwise, enhancing educational outcomes and cultural integration.
Further, many researchers distinguish between collaborative and cooperative approaches to group learning. For example, Roschelle and Teasley (1995) argue that "cooperation is accomplished by the division of labor among participants, as an activity where each person is responsible for a portion of the problem solving", in contrast with collaboration that involves the "mutual engagement of participants in a coordinated effort to solve the problem together."
Social technology, and social media specifically, provides avenues for student learning that would not be available otherwise. For example, it provides ordinary students a chance to exist in the same room as, and share a dialogue with researchers, politicians, and activists. This is because it vaporizes the geographical barriers that would otherwise separate people. Simplified, social media gives students a reach that provides them with opportunities and conversations that allow them to grow as communicators.
Social technologies like Twitter can provide students with an archive of free data that goes back multiple decades. Many classrooms and educators are already taking advantage of this free resourceβfor example, researchers and educators at the University of Central Florida in 2011 used Tweets posted relating to emergencies like Hurricane Irene as data points, in order to teach their students how to code data. Social media technologies also allow instructors the ability to show students how professional networks facilitate work on a technical level.
Flipped classroom
This is an instructional strategy in which computer-assisted teaching is integrated with classroom instruction. Students are given basic essential instruction, such as lectures, before class instead of during class. Instructional content is delivered outside of the classroom, often online. The out-of-class delivery includes streaming video, reading materials, online chats, and other resources. This frees up classroom time for teachers to more actively engage with learners.Some research shows that flipped classroom can enhance students' studying efficiency because it can deliver rich educational resources to students at any time and any place.
Technologies
Educational media and tools can be used for:
task structuring support: help with how to do a task (procedures and processes),
access to knowledge bases (help user find information needed)
alternate forms of knowledge representation (multiple representations of knowledge, e.g. video, audio, text, image, data)
Numerous types of physical technology are currently used: digital cameras, video cameras, interactive whiteboard tools, document cameras, electronic media, and LCD projectors. Combinations of these techniques include blogs, collaborative software, ePortfolios, and virtual classrooms.
The current design of this type of application includes the evaluation through tools of cognitive analysis that allow to identify of which elements optimize the use of these platforms.
Audio and video
Video technology has included VHS tapes and DVDs, as well as on-demand and synchronous methods with digital video via server or web-based options such as streamed video and webcams. Videotelephony can connect with speakers and other experts. Interactive digital video games are being used at K-12 and higher education institutions.
Radio offers a synchronous educational vehicle while streaming audio over the internet with webcasts and podcasts can be asynchronous. Classroom microphones, often wireless, can enable learners and educators to interact more clearly.
Screencasting allows users to share their screens directly from their browser and make the video available online so that other viewers can stream the video directly. The presenter thus has the ability to show their ideas and flow of thoughts rather than simply explain them as simple text content. In combination with audio and video, the educator can mimic the one-on-one experience of the classroom. Learners have the ability to pause and rewind, to review at their own pace, something a classroom cannot always offer.
Webcams and webcasting have enabled the creation of virtual classrooms and virtual learning environment. Webcams are also being used to counter plagiarism and other forms of academic dishonesty that might occur in an e-learning environment.
Computers, tablets, and mobile devices
Collaborative learning is a group-based learning approach in which learners are mutually engaged in a coordinated fashion to achieve a learning goal or complete a learning task. With recent developments in smartphone technology, the processing powers and storage capabilities of modern mobiles allow for advanced development and the use of apps. Many app developers and education experts have been exploring smartphone and tablet apps as a medium for collaborative learning.
Computers and tablets enable learners and educators to access websites as well as applications. Many mobile devices support m-learning.
Mobile devices such as clickers and smartphones can be used for interactive audience response feedback. Mobile learning can provide performance support for checking the time, setting reminders, retrieving worksheets, and instruction manuals.
Such devices as iPads are used for helping disabled (visually impaired or with multiple disabilities) children in communication development as well as in improving physiological activity, according to the stimulation Practice Report.
Studies in pre-school (early learning), primary and secondary education have explored how digital devices are used to enable effective learning outcomes, and create systems that can support teachers. Digital technology can improve teaching and learning by motivating students with engaging, interactive, and fun learning environments. These online interactions enable further opportunities to develop digital literacy, 21st century skills, and digital citizenship.
Single-board computers and Internet of Things
Embedded single-board computers and microcontrollers such as Raspberry Pi, Arduino and BeagleBone are easy to program, some can run Linux and connect to devices such as sensors, displays, LEDs and robotics. These are cost effective computing devices ideal for learning programming, which work with cloud computing and Internet of Things. These devices are part of a Maker culture that embrace tinkering with electronics and programming to achieve software and hardware solutions. The Maker Culture means there is a huge amount of training and support available.
Collaborative and social learning
Group webpages, blogs, wikis, and Twitter allow learners and educators to post thoughts, ideas, and comments on a website in an interactive learning environment. Social networking sites are virtual communities for people interested in a particular subject to communicate by voice, chat, instant message, video conference, or blogs. The National School Boards Association found that 96% of students with online access have used social networking technologies and more than 50% talk online about schoolwork. Social networking encourages collaboration and engagement and can be a motivational tool for self-efficacy amongst students.
Whiteboards
There are three types of whiteboards. The initial whiteboards, analogous to blackboards, date from the late 1950s. The term whiteboard is also used metaphorically to refer to virtual whiteboards in which computer software applications simulate whiteboards by allowing writing or drawing. This is a common feature of groupware for virtual meetings, collaboration, and instant messaging. Interactive whiteboards allow learners and instructors to write on the touch screen. The screen markup can be on either a blank whiteboard or any computer screen content. Depending on permission settings, this visual learning can be interactive and participatory, including writing and manipulating images on the interactive whiteboard.
Virtual classroom
A virtual learning environment (VLE), also known as a learning platform, simulates a virtual classroom or meetings by simultaneously mixing several communication technologies. Web conferencing software enables students and instructors to communicate with each other via webcam, microphone, and real-time chatting in a group setting. Participants can raise their hands, answer polls, or take tests. Students can whiteboard and screencast when given rights by the instructor, who sets permission levels for text notes, microphone rights, and mouse control.
A virtual classroom provides an opportunity for students to receive direct instruction from a qualified teacher in an interactive environment. Learners can have direct and immediate access to their instructor for instant feedback and direction. The virtual classroom provides a structured schedule of classes, which can be helpful for students who may find the freedom of asynchronous learning to be overwhelming. Besides, the virtual classroom provides a social learning environment that replicates the traditional "brick and mortar" classroom. Most virtual classroom applications provide a recording feature. Each class is recorded and stored on a server, which allows for instant playback of any class over the course of the school year. This can be extremely useful for students to retrieve missed material or review concepts for an upcoming exam. Parents and auditors have the conceptual ability to monitor any classroom to ensure that they are satisfied with the education the learner is receiving.
In higher education especially, a virtual learning environment (VLE) is sometimes combined with a management information system (MIS) to create a managed learning environment, in which all aspects of a course are handled through a consistent user interface throughout the institution. Physical universities and newer online-only colleges offer to select academic degrees and certificate programs via the Internet. Some programs require students to attend some campus classes or orientations, but many are delivered completely online. Several universities offer online student support services, such as online advising and registration, e-counseling, online textbook purchases, student governments, and student newspapers.
Due to the COVID-19 pandemic, many schools have been forced to move online. As of April 2020, an estimated 90% of high-income countries are offering online learning, with only 25% of low-income countries offering the same.
Augmented reality
Augmented reality (AR) provides students and teachers with the opportunity to create layers of digital information, including both virtual worlds and real-world elements, to interact in real-time.
AR technology plays an important role in the future of the classroom where human / AI co-orchestration takes place seamlessly. Students would switch between individual and collaborative learning dynamically, based on their own learning pace, while teachers, with the help of AR, monitor the classroom and provide necessary interventions in cases where computer systems are not yet designed to handle. In this vision, the technology's role is to enhance, rather than replace, human teachers' capabilities.
Learning management system
A learning management system (LMS) is software used for delivering, tracking, and managing training and education. It tracks data about attendance, time on task, and student progress. Educators can post announcements, grade assignments, check on course activities, and participate in class discussions. Students can submit their work, read and respond to discussion questions, and take quizzes. An LMS may allow teachers, administrators, and students, and permitted additional parties (such as parents, if appropriate) to track various metrics. LMSs range from systems for managing training/educational records to software for distributing courses over the Internet and offering features for online collaboration. The creation and maintenance of comprehensive learning content require substantial initial and ongoing investments in human labor. Effective translation into other languages and cultural contexts requires even more investment by knowledgeable personnel.
Internet-based learning management systems include Canvas, Blackboard Inc. and Moodle. These types of LMS allow educators to run a learning system partially or fully online, asynchronously or synchronously. Learning Management Systems also offers a non-linear presentation of content and curricular goals, giving students the choice of pace and order of information learned. Blackboard can be used for K-12 education, Higher Education, Business, and Government collaboration. Moodle is a free-to-download Open Source Course Management System that provides blended learning opportunities as well as platforms for distance learning courses.
Learning content management system
A learning content management system (LCMS) is software for author content (courses, reusable content objects). An LCMS may be solely dedicated to producing and publishing content that is hosted on an LMS, or it can host the content itself. The Aviation Industry Computer-Based Training Committee (AICC) specification provides support for content that is hosted separately from the LMS.
A recent trend in LCMSs is to address this issue through crowdsourcing (cf.SlideWiki).
Computer-aided assessment
Computer-aided assessment (e-assessment) ranges from automated multiple-choice tests to more sophisticated systems. With some systems, feedback can be geared towards a student's specific mistakes, or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. Formative assessment sifts out the incorrect answers, and these questions are then explained by the teacher. The learner then practices with slight variations of the sifted-out questions. The process is completed by summative assessment using a new set of questions that only cover the topics previously taught.
Training management system
A training management system or training resource management system is software designed to optimize instructor-led training management. Similar to an enterprise resource planning (ERP), it is a back office tool that aims at streamlining every aspect of the training process: planning (training plan and budget forecasting), logistics (scheduling and resource management), financials (cost tracking, profitability), reporting, and sales for-profit training providers. A training management system can be used to schedule instructors, venues, and equipment through graphical agendas, optimize resource utilization, create a training plan and track remaining budgets, generate reports and share data between different teams.
While training management systems focus on managing instructor-led training, they can complete an LMS. In this situation, an LMS will manage e-learning delivery and assessment, while a training management system will manage ILT and back-office budget planning, logistics, and reporting.
Standards and ecosystem
Learning objects
Content
Content and design architecture issues include pedagogy and learning object re-use. One approach looks at five aspects:
Fact β unique data (e.g. symbols for Excel formula, or the parts that make up a learning objective)
Concept β a category that includes multiple examples (e.g. Excel formulas, or the various types/theories of instructional design)
Process β a flow of events or activities (e.g. how a spreadsheet works, or the five phases in ADDIE)
Procedure β step-by-step task (e.g. entering a formula into a spreadsheet or the steps that should be followed within a phase in ADDIE)
Strategic principle β a task performed by adapting guidelines (e.g. doing a financial projection in a spreadsheet, or using a framework for designing learning environments)
Pedagogical elements
Pedagogical elements are defined as structures or units of educational material. They are the educational content that is to be delivered. These units are independent of format, meaning that although the unit may be delivered in various ways, the pedagogical structures themselves are not the textbook, web page, video conference, Podcast, lesson, assignment, multiple-choice question, quiz, discussion group or a case study, all of which are possible methods of delivery.
Learning objects standards
Much effort has been put into the technical reuse of electronically based teaching materials and, in particular, creating or re-using learning objects. These are self-contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository. Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications that applies to certain web-based e-learning. Other specifications, such as Schools Interoperability Framework, allow for the transporting of learning objects, or for categorizing metadata (LOM).
Artificial intelligence
As artificial intelligence (AI) becomes more prominent in this age of big data, it has also been widely adopted in K-12 classrooms. One prominent class of AI-enhanced educational technology is intelligent tutoring systems (ITSs), designed to provide immediate and personalized feedback to students. The incentive to develop ITS comes from educational studies showing that individual tutoring is much more effective than group teaching, in addition to the need for promoting learning on a larger scale. Over the years, a combination of cognitive science theories and data-driven techniques have greatly enhanced the capabilities of ITS, allowing it to model a wide range of students' characteristics, such as knowledge, affect, off-task behavior and wheel spinning. There is ample evidence that ITSs are highly effective in helping students learn. ITSs can be used to keep students in the zone of proximal development (ZPD): the space wherein students may learn with guidance. Such systems can guide students through tasks slightly above their ability level.
Recent works have also focused on developing AI-enhanced learning tools that support human teachers in coordinating classroom activities. The advantages of AI education include personalized learning, support for students with special needs, streamlined administrative tasks, and simplified assessment processes. The teacher can support students in a way that AI cannot, but is unable to process the large amount of real-time data analytics provided by the computer system. On the other hand, AI can share the workload and recommend the best course of action (e.g., by pointing out which students require the most help), but can only operate in the pre-specified domain and cannot handle tasks such as providing emotional support or remedial lessons to students in need. However, existing systems were designed under the assumption that students progress at the same pace. Understanding how to support teachers in a realistic, highly differentiated, self-paced classroom, remains an open research problem.
Settings and sectors
Preschool
Various forms of electronic media can be a feature of preschool life. Although parents report a positive experience, the impact of such use has not been systematically assessed.
The age when a given child might start using a particular technology such as a cellphone or computer might depend on matching a technological resource to the recipient's developmental capabilities, such as the age-anticipated stages labeled by Swiss psychologist, Jean Piaget. Parameters, such as age-appropriateness, coherence with sought-after values, and concurrent entertainment and educational aspects, have been suggested for choosing media.
At the preschool level, technology can be introduced in several ways. At the most basic is the use of computers, tablets, and audio and video resources in classrooms. Additionally, there are many resources available for parents and educators to introduce technology to young children or to use technology to augment lessons and enhance learning. Some options that are age-appropriate are video- or audio-recording of their creations, introducing them to the use of the internet through browsing age-appropriate websites, providing assistive technology to allow disabled children to participate with the rest of their peers, educational apps, electronic books, and educational videos. There are many free and paid educational website and apps that are directly targeting the educational needs of preschool children. These include Starfall, ABC mouse, PBS Kids Video, Teach me, and Montessori crosswords. Educational technology in the form of electronic books [109] offer preschool children the option to store and retrieve several books on one device, thus bringing together the traditional action of reading along with the use of educational technology. Educational technology is also thought to improve hand-eye coordination, language skills, visual attention, and motivation to complete educational tasks, and allows children to experience things they otherwise would not. There are several keys to making the most educational use of introducing technology at the preschool level: technology must be used appropriately, should allow access to learning opportunities, should include the interaction of parents and other adults with the preschool children, and should be developmentally appropriate. Allowing access to learning opportunities especially for allowing disabled children to have access to learning opportunities, giving bilingual children the opportunity to communicate and learn in more than one language, bringing in more information about STEM subjects, and bringing in images of diversity that may be lacking in the child's immediate environment.
Coding is also becoming part of the early learning curriculum and preschool-aged children can benefit from experiences that teach coding skills even in a screen-free way. There are activities and games that teach hands-on coding skills that prepare students for the coding concepts they will encounter and use in the future. Minecraft and Roblox are two popular coding and programming apps being adopted by institutions that offer free or low-cost access.
Primary and secondary
E-learning is utilized by public Kβ12 schools in the United States as well as private schools. Some e-learning environments take place in a traditional classroom; others allow students to attend classes from home or other locations. There are several states that are utilizing virtual school platforms for e-learning across the country which continue to increase. Virtual school enables students to log into synchronous learning or asynchronous learning courses anywhere there is an internet connection.
E-learning is increasingly being utilized by students who may not want to go to traditional brick-and-mortar schools due to severe allergies or other medical issues, fear of school violence and school bullying, and students whose parents would like to homeschool but do not feel qualified. Online schools create a haven for students to receive a quality education while almost completely avoiding these common problems. Online charter schools also often are not limited by location, income level, or class size in the way brick and mortar charter schools are.
E-learning also has been rising as a supplement to the traditional classroom. Students with special talents or interests outside of the available curricula use e-learning to advance their skills or exceed grade restrictions. Some online institutions connect students with instructors via web conference technology to form a digital classroom.
National private schools are also available online. These provide the benefits of e-learning to students in states where charter online schools are not available. They also may allow students greater flexibility and exemption from state testing. Some of these schools are available at the high school level and offer college prep courses to students.
Virtual education in K-12 schooling often refers to virtual schools, and in higher education to virtual universities. Virtual schools are "cybercharter schools" with innovative administrative models and course delivery technology.
Education technology also seems to be an interesting method of engaging gifted youths that are under-stimulated in their current educational program. This can be achieved with after-school programs or even technologically-integrated curricula, for example: Virtual reality integrated courses (VRIC) can be developed for any course in order to give them such stimulation. 3D printing integrated courses (3dPIC) can also give youths the stimulation they need in their educational journey. Université de Montréal's Projet SEUR in collaboration with Collège Mont-Royal and La Variable are heavily developing this field.
Higher education
Online college course enrollment has seen a 29% increase in enrollment with nearly one-third of all college students, or an estimated 6.7Β million students are currently enrolled in online classes. In 2009, 44% of post-secondary students in the USA were taking some or all of their courses online, which was projected to rise to 81% by 2014.
Although a large proportion of for-profit higher education institutions now offer online classes, only about half of private, non-profit schools do so. Private institutions may become more involved with online presentations as the costs decrease. Properly trained staff must also be hired to work with students online. These staff members need to understand the content area, and also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities.
Although massive open online courses (MOOCs) may have limitations that preclude them from fully replacing college education, such programs have significantly expanded. MIT, Stanford and Princeton University offer classes to a global audience, but not for college credit. University-level programs, like edX founded by Massachusetts Institute of Technology and Harvard University, offer a wide range of disciplines at no charge, while others permit students to audit a course at no charge but require a small fee for accreditation. MOOCs have not had a significant impact on higher education and declined after the initial expansion, but are expected to remain in some form. Lately, MOOCs are used by smaller universities to profile themselves with highly specialized courses for special-interest audiences, as for example in a course on technological privacy compliance.
MOOCs have been observed to lose the majority of their initial course participants. In a study performed by Cornell and Stanford universities, student-drop-out rates from MOOCs have been attributed to student anonymity, the solitude of the learning experience, and to the lack of interaction with peers and with teachers. Effective student engagement measures that reduce drop-outs are forum interactions and virtual teacher or teaching assistant presence - measures which induce staff cost that grows with the number of participating students.
Corporate and professional
E-learning is being used by companies to deliver mandatory compliance training and updates for regulatory compliance, soft skills and IT skills training, continuing professional development (CPD), and other valuable workplace skills. Companies with spread out distribution chains use e-learning for delivering information about the latest product developments. Most corporate e-learning is asynchronous and delivered and managed via learning management systems. The big challenge in corporate e-learning is to engage the staff, especially on compliance topics for which periodic staff training is mandated by the law or regulations.
Government and public
There is an important need for recent, reliable, and high-quality health information to be made available to the public as well as in summarized form for public health providers. Providers have indicated the need for automatic notification of the latest research, a single searchable portal of information, and access to grey literature. The Maternal and Child Health (MCH) Library is funded by the U.S. Maternal and Child Health Bureau to screen the latest research and develop automatic notifications to providers through the MCH Alert. Another application in public health is the development of mHealth (use of mobile telecommunication and multimedia in global public health). MHealth has been used to promote prenatal and newborn services, with positive outcomes. In addition, "Health systems have implemented mHealth programs to facilitate emergency medical responses, point-of-care support, health promotion, and data collection." In low and middle-income countries, mHealth is most frequently used as one-way text messages or phone reminders to promote treatment adherence and gather data.
Benefits
Effective technology use deploys multiple evidence-based strategies concurrently (e.g. adaptive content, frequent testing, immediate feedback, etc.), as do effective teachers. Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks. Through the use of educational technology, education is able to be individualized for each student allowing for better differentiation and allowing students to work for mastery at their own pace.
Modern educational technology can improve access to education, including full degree programs. It enables better integration for non-full-time students, particularly in continuing education, and improved interactions between students and instructors. Learning material can be used for long-distance learning and are accessible to a wider audience. Course materials are easy to access. In 2010, 70.3% of American family households had access to the internet. In 2013, according to Canadian Radio-Television and Telecommunications Commission Canada, 79% of homes have access to the internet. Students can access and engage with numerous online resources at home. Using online resources can help students spend more time on specific aspects of what they may be learning in school but at home. Schools like the Massachusetts Institute of Technology (MIT) have made certain course materials free online. Although some aspects of a classroom setting are missed by using these resources, they are helpful tools to add additional support to the educational system. The necessity to pay for transport to the educational facility is removed.
Students appreciate the convenience of e-learning, but report greater engagement in face-to-face learning environments. Colleges and universities are working towards combating this issue by utilizing WEB 2.0 technologies as well as incorporating more mentorships between students and faculty members.
According to James Kulik, who studies the effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction, and they like classes more and develop more positive attitudes toward computers in computer-based classes. Students can independently solve problems. There are no intrinsic age-based restrictions on difficulty level, i.e. students can go at their own pace. Students editing their written work on word processors improve the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know. Studies completed in "computer intensive" settings found increases in student-centric, cooperative, and higher-order learning, writing skills, problem-solving, and using technology. In addition, attitudes toward technology as a learning tool by parents, students, and teachers are also improved.
Employers' acceptance of online education has risen over time. More than 50% of human resource managers SHRM surveyed for an August 2010 report said that if two candidates with the same level of experience were applying for a job, it would not have any kind of effect whether the candidate's obtained degree was acquired through an online or a traditional school. Seventy-nine percent said they had employed a candidate with an online degree in the past 12 months. However, 66% said candidates who get degrees online were not seen as positively as job applicants with traditional degrees.
The use of educational apps generally has a positive effect on learning. Pre- and post-tests have revealed that the use of educational apps on mobile devices reduces the achievement gap between struggling and average students. Some educational apps improve group work by allowing students to receive feedback on answers and promoting collaboration in solving problems. The benefits of app-assisted learning have been exhibited in all age groups. Kindergarten students that use iPads show much higher rates of literacy than non-users. Medical students at the University of California Irvine that utilized iPad academically have been reported to score 23% higher on national exams than in previous classes that did not.
Disadvantages
Globally, factors like change management, technology obsolescence, and vendor-developer partnership are major restraints that are hindering the growth of the Educational technology market.
In the US, state and federal government increased funding, as well as private venture capital, has been flowing into the education sector. However, , none were looking at technology return on investment (ROI) to connect expenditures on technology with improved student outcomes.
New technologies are frequently accompanied by unrealistic hype and promise regarding their transformative power to change education for the better or in allowing better educational opportunities to reach the masses. Examples include silent film, broadcast radio, and television, none of which have maintained much of a foothold in the daily practices of mainstream, formal education. Technology, in and of itself, does not necessarily result in fundamental improvements to educational practice. The focus needs to be on the learner's interaction with technologyβnot the technology itself. It needs to be recognized as "ecological" rather than "additive" or "subtractive". In this ecological change, one significant change will create total change.
According to Branford et al., "technology does not guarantee effective learning", and inappropriate use of technology can even hinder it. A University of Washington study of infant vocabulary shows that it is slipping due to educational baby DVDs. Published in the Journal of Pediatrics, a 2007 University of Washington study on the vocabulary of babies surveyed over 1,000 parents in Washington and Minnesota. The study found that for every hour that babies 8β16 months of age watched DVDs and Videos, they knew 6-8 fewer of 90 common baby words than the babies that did not watch them. Andrew Meltzoff, a surveyor in this study, states that the result makes sense, that if the baby's "alert time" is spent in front of DVDs and TV, instead of with people speaking, the babies are not going to get the same linguistic experience. Dimitri Chistakis, another surveyor reported that the evidence is mounting that baby DVDs are of no value and may be harmful.
Adaptive instructional materials tailor questions to each student's ability and calculate their scores, but this encourages students to work individually rather than socially or collaboratively (Kruse, 2013). Social relationships are important, but high-tech environments may compromise the balance of trust, care, and respect between teacher and student.
Massively open online courses (MOOCs), although quite popular in discussions of technology and education in developed countries (more so in the US), are not a major concern in most developing or low-income countries. One of the stated goals of MOOCs is to provide less fortunate populations (i.e., in developing countries) an opportunity to experience courses with US-style content and structure. However, research shows only 3% of the registrants are from low-income countries, and although many courses have thousands of registered students only 5-10% of them complete the course. This can be attributed to lack of staff support, course difficulty, and low levels of engagement with peers. MOOCs also implies that certain curriculum and teaching methods are superior, and this could eventually wash over (or possibly washing out) local educational institutions, cultural norms, and educational traditions.
With the Internet and social media, using educational apps makes students highly susceptible to distraction and sidetracking. Even though proper use has been shown to increase student performance, being distracted would be detrimental. Another disadvantage is an increased potential for cheating. One method is done by creating multiple accounts to survey questions and gather information which can be assimilated so that the master account is able to fill in the correct answers. Smartphones can be very easy to hide and use inconspicuously, especially if their use is normalized in the classroom. These disadvantages can be managed with strict rules and regulations on mobile phone use.
A disadvantage of e-learning is that it can cause depression, according to a study made during the 2021 COVID-19 quarantines.
Over-stimulation
Electronic devices such as cell phones and computers facilitate rapid access to a stream of sources, each of which may receive cursory attention. Michel Rich, an associate professor at Harvard Medical School and executive director of the center on Media and Child Health in Boston, said of the digital generation, "Their brains are rewarded not for staying on task, but for jumping to the next thing. The worry is we're raising a generation of kids in front of screens whose brains are going to be wired differently." Students have always faced distractions; computers and cell phones are a particular challenge because the stream of data can interfere with focusing and learning. Although these technologies affect adults too, young people may be more influenced by it as their developing brains can easily become habituated to switching tasks and become unaccustomed to sustaining attention. Too much information, coming too rapidly, can overwhelm thinking.
Technology is "rapidly and profoundly altering our brains." High exposure levels stimulate brain cell alteration and release neurotransmitters, which causes the strengthening of some neural pathways and the weakening of others. This leads to heightened stress levels on the brain that, at first, boost energy levels, but, over time, actually augment memory, impair cognition, lead to depression, and alter the neural circuitry of the hippocampus, amygdala and prefrontal cortex. These are the brain regions that control mood and thought. If unchecked, the underlying structure of the brain could be altered. Overstimulation due to technology may begin too young. When children are exposed before the age of seven, important developmental tasks may be delayed, and bad learning habits might develop, which "deprives children of the exploration and play that they need to develop." Media psychology is an emerging specialty field that embraces electronic devices and the sensory behaviors occurring from the use of educational technology in learning.
Sociocultural criticism
According to Lai, "the learning environment is a complex system where the interplay and interactions of many things impact the outcome of learning." When technology is brought into an educational setting, the pedagogical setting changes in that technology-driven teaching can change the entire meaning of an activity without adequate research validation. If technology monopolizes an activity, students can begin to develop the sense that "life would scarcely be thinkable without technology."
Leo Marx considered the word "technology" itself as problematic, susceptible to reification and "phantom objectivity", which conceals its fundamental nature as something that is only valuable insofar as it benefits the human condition. Technology ultimately comes down to affecting the relations between people, but this notion is obfuscated when technology is treated as an abstract notion devoid of good and evil. Langdon Winner makes a similar point by arguing that the underdevelopment of the philosophy of technology leaves us with an overly simplistic reduction in our discourse to the supposedly dichotomous notions of the "making" versus the "uses" of new technologies and that a narrow focus on "use" leads us to believe that all technologies are neutral in moral standing. These critiques would have us ask not, "How do we maximize the role or advancement of technology in education?", but, rather, "What are the social and human consequences of adopting any particular technology?"
Winner viewed technology as a "form of life" that not only aids human activity, but that also represents a powerful force in reshaping that activity and its meaning. For example, the use of robots in the industrial workplace may increase productivity, but they also radically change the process of production itself, thereby redefining what is meant by "work" in such a setting. In education, standardized testing has arguably redefined the notions of learning and assessment. We rarely explicitly reflect on how strange a notion it is that a number between, say, 0 and 100 could accurately reflect a person's knowledge about the world. According to Winner, the recurring patterns in everyday life tend to become an unconscious process that we learn to take for granted. Winner writes,
By far, the greatest latitude of choice exists the very first time a particular instrument, system, or technique is introduced. Because choices tend to become strongly fixed in material equipment, economic investment, and social habit, the original flexibility vanishes for all practical purposes once the initial commitments are made. In that sense, technological innovations are similar to legislative acts or political findings that establish a framework for public order that will endure over many generations. (p. 29)
When adopting new technologies, there may be one best chance to "get it right". Seymour Papert (p.Β 32) points out a good example of a (bad) choice that has become strongly fixed in social habit and material equipment: our "choice" to use the QWERTY keyboard. The QWERTY arrangement of letters on the keyboard was originally chosen, not because it was the most efficient for typing, but because early typewriters were prone to jam when adjacent keys were struck in quick succession. Now that typing has become a digital process, this is no longer an issue, but the QWERTY arrangement lives on as a social habit, one that is very difficult to change.
Neil Postman endorsed the notion that technology impacts human cultures, including the culture of classrooms, and that this is a consideration even more important than considering the efficiency of new technology as a tool for teaching. Regarding the computer's impact on education, Postman writes (p.Β 19):
What we need to consider about the computer has nothing to do with its efficiency as a teaching tool. We need to know in what ways it is altering our conception of learning, and how in conjunction with television, it undermines the old idea of school.There is an assumption that technology is inherently interesting so it must be helpful in education; based on research by Daniel Willingham, that is not always the case. He argues that it does not necessarily matter what the technological medium is, but whether or not the content is engaging and utilizes the medium in a beneficial way.
Digital divide
The concept of the digital divide is a gap between those who have access to digital technologies and those who do not. Access may be associated with age, gender, socio-economic status, education, income, ethnicity, and geography.
Data protection
According to a report by the Electronic Frontier Foundation, large amounts of personal data on children are collected by electronic devices that are distributed in schools in the United States. Often, far more information than necessary is collected, uploaded, and stored indefinitely. Aside from name and date of birth, this information can include the child's browsing history, search terms, location data, contact lists, as well as behavioral information. Parents are not informed or, if informed, have little choice. According to the report, this constant surveillance resulting from educational technology can "warp children's privacy expectations, lead them to self-censor, and limit their creativity". In a 2018 public service announcement, the FBI warned that widespread collection of student information by educational technologies, including web browsing history, academic progress, medical information, and biometrics, created the potential for privacy and safety threats if such data was compromised or exploited.
The transition from in-person learning to distance education in higher education due to the COVID-19 pandemic has led to enhanced extraction of student data enabled by complex data infrastructures. These infrastructures collect information such as learning management system logins, library metrics, impact measurements, teacher evaluation frameworks, assessment systems, learning analytic traces, longitudinal graduate outcomes, attendance records, social media activity, and so on. The copious amounts of information collected are quantified for the marketization of higher education, employing this data as a means to demonstrate and compare student performance across institutions to attract prospective students, mirroring the capitalistic notion of ensuring efficient market functioning and constant improvement through measurement. This desire of data has fueled the exploitation of higher education by platform companies and data service providers who are outsourced by institutions for their services. The monetization of student data in order to integrate corporate models of marketization further pushes higher education, widely regarded as a public good, into a privatized commercial sector.
Teacher training
Since technology is not the end goal of education, but rather a means by which it can be accomplished, educators must have a good grasp of the technology and its advantages and disadvantages. Teacher training aims for the effective integration of classroom technology.
The evolving nature of technology may unsettle teachers, who may experience themselves as perpetual novices. Finding quality materials to support classroom objectives is often difficult. Random professional development days are inadequate.
According to Jenkins, "Rather than dealing with each technology in isolation, we would do better to take an ecological approach, thinking about the interrelationship among different communication technologies, the cultural communities that grow up around them, and the activities they support." Jenkins also suggested that the traditional school curriculum guided teachers to train students to be autonomous problem solvers. However, today's workers are increasingly asked to work in teams, drawing on different sets of expertise, and collaborating to solve problems. Learning styles and the methods of collecting information have evolved, and "students often feel locked out of the worlds described in their textbooks through the depersonalized and abstract prose used to describe them". These twenty-first-century skills can be attained through the incorporation and engagement with technology. Changes in instruction and use of technology can also promote a higher level of learning among students with different types of intelligence.
Assessment
There are two distinct issues of assessment: the assessment of educational technology and assessment with technology.
Assessments of educational technology have included the Follow Through project.
Educational assessment with technology may be either formative assessment or summative assessment. Instructors use both types of assessments to understand student progress and learning in the classroom. Technology has helped teachers create better assessments to help understand where students who are having trouble with the material are having issues.
Formative assessment is more difficult, as the perfect form is ongoing and allows the students to show their learning in different ways depending on their learning styles. Technology has helped some teachers make their formative assessments better, particularly through the use of classroom response systems (CRS). A CRS is a tool in which the students each have a handheld device that partners up with the teacher's computer. The instructor then asks multiple choice or true or false questions and the students answer on their devices. Depending on the software used, the answers may then be shown on a graph so students and the teacher can see the percentage of students who gave each answer and the teacher can focus on what went wrong.
Summative assessments are more common in classrooms and are usually set up to be more easily graded, as they take the form of tests or projects with specific grading schemes. One huge benefit of tech-based testing is the option to give students immediate feedback on their answers. When students get these responses, they are able to know how they are doing in the class which can help push them to improve or give them confidence that they are doing well. Technology also allows for different kinds of summative assessment, such as digital presentations, videos, or anything else the teacher/students may come up with, which allows different learners to show what they learned more effectively. Teachers can also use technology to post graded assessments online so students to have a better idea of what a good project is.
Electronic assessment uses information technology. It encompasses several potential applications, which may be teacher or student-oriented, including educational assessment throughout the continuum of learning, such as computerized classification testing, computerized adaptive testing, student testing, and grading an exam. E-Marking is an examiner-led activity closely related to other e-assessment activities such as e-testing, or e-learning which are student-led. E-marking allows markers to mark a scanned script or online response on a computer screen rather than on paper.
There are no restrictions on the types of tests that can use e-marking, with e-marking applications designed to accommodate multiple choice, written, and even video submissions for performance examinations. E-marking software is used by individual educational institutions and can also be rolled out to the participating schools of awarding exam organizations. E-marking has been used to mark many well-known high stakes examinations, which in the United Kingdom include A levels and GCSE exams, and in the US includes the SAT test for college admissions. Ofqual reports that e-marking is the main type of marking used for general qualifications in the United Kingdom.
In 2014, the Scottish Qualifications Authority (SQA) announced that most of the National 5 question papers would be e-marked.
In June 2015, the Odisha state government in India announced that it planned to use e-marking for all Plus II papers from 2016.
Analytics
The importance of self-assessment through tools made available on educational technology platforms has been growing. Self-assessment in education technology relies on students analyzing their strengths, weaknesses, and areas where improvement is possible to set realistic goals in learning, improve their educational performances and track their progress. One of the unique tools for self-assessment made possible by education technology is Analytics. Analytics is data gathered on the student's activities on the learning platform, drawn into meaningful patterns that lead to a valid conclusion, usually through the medium of data visualization such as graphs. Learning analytics is the field that focuses on analyzing and reporting data about students' activities in order to facilitate learning.
Expenditure
The five key sectors of the e-learning industry are consulting, content, technologies, services, and support. Worldwide, e-learning was estimated in 2000 to be over $48Β billion according to conservative estimates. Commercial growth has been brisk. In 2014, the worldwide commercial market activity was estimated at $6Β billion venture capital over the past five years, with self-paced learning generating $35.6Β billion in 2011. North American e-learning generated $23.3Β billion in revenue in 2013, with a 9% growth rate in cloud-based authoring tools and learning platforms.
Careers
Educational technologists and psychologists apply basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. In research, these professions typically require a graduate degree (Master's, Doctorate, PhD, or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology, or, more purely, in the fields of educational, instructional or human performance technology or instructional design. In industry, educational technology is utilized to train students and employees by a wide range of learning and communication practitioners, including instructional designers, technical trainers, technical communication, and professional communication specialists, technical writers, and of course primary school and college teachers of all levels. The transformation of educational technology from a cottage industry to a profession is discussed by Shurville et al.
See also
References
Further reading
Betts, Kristen, et al. "Historical review of distance and online education from 1700s to 2021 in the United States: Instructional design and pivotal pedagogy in higher education." Journal of Online Learning Research and Practice 8.1 (2021) pp 3-55 online.
External links
"Schools of the Future: Learning On-Line" 1994 documentary from KETC
Technology in society
|
St Helen's Church is the parish church of Bilton-in-Ainsty, a village west of York in North Yorkshire, in England.
Although no church in the village is mentioned in the Domesday Book, the various Saxon fragments incorporated in the current building suggest that there was a previous church on the site. The current church was built in about 1150 by the Haget family. In 1160, its advowson was granted to Syningthwaite Priory, then in 1293 it became a prebendary of York Minster. In the first half of the 13th century, north and south aisles were added to the nave, and in the 15th century, these were extended along the chancel. More new windows were inserted in the 17th century, and the porch door is dated 1633.
It is claimed that the church served as a military hospital following the Battle of Marston Moor, in 1644. A satirical carving of a crowned snake, in the church door, has been attributed to a Royalist officer held prisoner in the building. From 1869 to 1871, the church was restored by George Gilbert Scott, who removed a west gallery, replaced the pews, and found parts of various early crosses buried in the churchyard. The church was Grade I listed in 1966.
The church is constructed of limestone and cobbles. It has a four-bay nave and three-bay chancel, aisles, a south porch, and a bellcote at the west end. The bellcote dates from the 17th century and is believed to have replaced a bell tower. The west wall has a restored Norman arched window, with an oculus window above, and the south aisle has a possible Saxon window in its west wall, reset in the 13th century and restored by Scott.
Inside, the aisles have arcades with circular piers. The chancel has remains of a piscina, and has corbels in the eaves with early carvings of animals and two sheela na gigs. There is also a carved mass dial. There are fragments of three 10th century Anglo-Norse crosses, and one Saxon cross. There is a brass monument of about 1400, which is believed to depict an abbess of Syningthwaite. The plain bowl font was moved from Tockwith. There is also an altar table from about 1600 and an eagle lectern of similar date.
References
Church of England church buildings in North Yorkshire
Grade I listed churches in North Yorkshire
|
```prolog
#!/usr/bin/perl
########################################################################
# #
# tokenization script for tagger preprocessing #
# Author: Helmut Schmid, IMS, University of Stuttgart #
# #
# Description: #
# - splits input text into tokens (one token per line) #
# - cuts off punctuation, parentheses etc. #
# - cuts of clitics like n't in English #
# - disambiguates periods #
# - preserves SGML markup #
# - reads the whole file at once and should therefore not be called #
# with very large files #
# #
########################################################################
use Getopt::Std;
getopts('hfeiza:w');
# Modify the following lines in order to adapt the tokenizer to other
# types of text and/or languages
# characters which have to be cut off at the beginning of a word
my $PChar='[{\'\`\"\202\204\206\207\213\221\222\223\224\225\226\227\233';
# characters which have to be cut off at the end of a word
my $FChar=']}\'\`\\",;:\!\?\%\202\204\205\206\207\211\213\221\222\223\224\225\226\227\233';
# character sequences which have to be cut off at the beginning of a word
my $PClitic;
# character sequences which have to be cut off at the end of a word
my $FClitic;
if (defined($opt_e)) {
# English
$FClitic = "['](s|re|ve|d|m|em|ll)|n[']t";
}
if (defined($opt_i)) {
# Italian
$PClitic = "(?:[dD][ae]ll|[nN]ell|[Aa]ll|[lLDd]|[Ss]ull|[Qq]uest|[Uu]n|[Ss]enz|[Tt]utt|[Cc]|[Ss])[']";
}
if (defined($opt_f)) {
# French
$PClitic = "(?:[dcjlmnstDCJLNMST]|[Qq]u|[Jj]usqu|[Ll]orsqu)[']";
$FClitic = "-t-elles?|-t-ils?|-t-on|-ce|-elles?|-ils?|-je|-la|-les?|-leur|-lui|-mmes?|-m[']|-moi|-nous|-on|-toi|-tu|-t[']|-vous|-en|-y|-ci|-l";
}
if (defined($opt_z)) {
# Galician
$FClitic = '-la|-las|-lo|-los|-nos';
}
### NO MODIFICATIONS REQUIRED BEYOND THIS LINE #########################
if (defined($opt_h)) {
die "
Usage: tokenize.perl [ options ] ...files...
Options:
-e English text
-f French text
-i Italian text
-a <file> <file> contains a list of words which are either abbreviations or
words which should not be further split.
-w replace whitespace by SGML tags
";
}
# Read the list of abbreviations and words
if (defined($opt_a)) {
die "file not found: $opt_a\n" unless (open(FILE, $opt_a));
while (<FILE>) {
s/^[ \t\r\n]+//;
s/[ \t\r\n]+$//;
next if (/^\#/ || /^\s$/); # ignore comments
$Token{$_} = 1;
}
close FILE;
}
###########################################################################
# read the file
###########################################################################
while (<>) {
# delete \r
s/[\r\p{XPosixCntrl}]//g;
# replace blanks within SGML Tags
while (s/(<[^<> ]*)[ \t]([^<>]*>)/$1\377$2/g) {
}
# replace whitespace by SGML-Tags
if (defined $opt_w) {
s/\n/<internal_NL>/g;
s/\t/<internal_TAB>/g;
s/ /<internal_BL>/g;
}
# restore SGML Tags
tr/\377/ /;
# put special characters around SGML Tags for tokenization
s/(<[^<>]*>)/\377$1\377/g;
s/(&[^; \t\n\r]*;)/\377$1\377/g;
s/^\377//;
s/\377$//;
s/\377\377/\377/g;
@S = split("\377");
for ($i=0; $i<=$#S; $i++) {
$_ = $S[$i];
# skip lines with only SGML tags
if (/^<.*>$/) {
print $_,"\n";
}
# normal text
else {
# put spaces at beginning and end
$_ = ' '.$_.' ';
# put spaces around punctuation
s/(\.\.\.)/ ... /g;
s/([;\!\?\/])([^ ])/$1 $2/g;
s/(,)([^ 0-9.])/$1 $2/g;
s/([a-zA-Z-][a-zA-Z-][.:])([A-Z-])/$1 $2/g;
@F = split;
for ($j=0; $j<=$#F; $j++) {
my $suffix="";
$_ = $F[$j];
# cut off punctuation and brackets
my $finished = 0;
while (!$finished && !defined($Token{$_})) {
# preceding parentheses
if (s/^(\()([^\)]*)(.)$/$2$3/) {
print "$1\n";
}
# following preceding parentheses
elsif (s/^([^(]+)(\))$/$1/) {
$suffix = "$2\n$suffix";
}
# other leading punctuation symbols
elsif (s/^([$PChar])(.)/$2/) {
print $1,"\n";
}
# other following punctuation symbols
elsif (s/(.)([$FChar])$/$1/) {
$suffix = "$2\n$suffix";
}
# cut off dot after punctuation etc.
elsif (s/([$FChar])\.$//) {
$suffix = ".\n$suffix";
if ($_ eq "") {
$_ = $1;
} else {
$suffix = "$1\n$suffix";
}
}
else {
$finished = 1;
}
}
# deal with listed tokens
if (defined($Token{$_})) {
print "$_\n$suffix";
next;
}
# deal with abbrevs like U.S.A.
if (/^([A-Za-z-]\.)+$/) {
print "$_\n$suffix";
next;
}
# ordinal numbers
if (/^[0-9]+\.$/ && ! defined($opt_e)) {
print "$_\n$suffix";
next;
}
# deal with differnt types of dots
if (/^(..*)\.$/ && $_ ne "...") {
$_ = $1;
$suffix = ".\n$suffix";
if (defined($Token{$_})) {
print "$_\n$suffix";
next;
}
}
# cut clitics off
while (s/^(--)(.)/$2/) {
print $1,"\n";
}
if (defined $PClitic) {
while (s/^($PClitic)(.)/$2/) {
print $1,"\n";
}
}
while (s/(.)(--)$/$1/) {
$suffix = "$2\n$suffix";
}
if (defined $FClitic) {
while (s/(.)($FClitic)$/$1/) {
$suffix = "$2\n$suffix";
}
}
print "$_\n$suffix";
}
}
}
}
```
|
Family tree of the First Dynasty of Egypt, ruling ancient Egypt in the 32nd century BCE to the 30th century BCE.
Chart
01
04
Family tree
32nd century BC in Egypt
31st century BC in Egypt
30th century BC in Egypt
|
```javascript
/** @jest-environment ./packages/test/harness/src/host/jest/WebDriverEnvironment.js */
describe('originator using ReplyAction', () => {
test('should display', () => runHTML('originator/replyAction.html'));
});
```
|
HMS Fareham was a Hunt-class minesweeper of the Aberdare sub-class built for the Royal Navy during World War I. She was not finished in time to participate in the First World War and survived the Second World War to be sold for scrap in 1948.
Design and description
The Aberdare sub-class were enlarged versions of the original Hunt-class ships with a more powerful armament. The ships displaced at normal load. They had a length between perpendiculars of and measured long overall. The Aberdares had a beam of and a draught of . The ships' complement consisted of 74 officers and ratings.
The ships had two vertical triple-expansion steam engines, each driving one shaft, using steam provided by two Yarrow boilers. The engines produced a total of and gave a maximum speed of . They carried a maximum of of coal which gave them a range of at .
The Aberdare sub-class was armed with a quick-firing (QF) gun forward of the bridge and a QF twelve-pounder (76.2Β mm) anti-aircraft gun aft. Some ships were fitted with six- or three-pounder guns in lieu of the twelve-pounder. Ships that served in the Second World War initially had two machine guns installed in the bridge wings. Later the four-inch gun was replaced by another twelve-pounder and the machine guns were replaced by Oerlikon 20 mm cannon. Later still another pair of Oerlikons was mounted in the stern.
Construction and career
In 1944β45 she was named St Angelo II, acting as a minesweeping base ship.
See also
Fareham
Notes
References
Hunt-class minesweepers (1916)
Royal Navy ship names
1918 ships
|
Apache is a genus of two distinctive North American species of true bugs in the family Derbidae.
Species
There are two species in the genus Apache:
Apache californicum Wilkey, 1963
Apache degeerii (Kirby, 1821)
References
Otiocerinae
Auchenorrhyncha genera
|
Li Di (; 1100Β β after 1197) was a Chinese imperial court painter in the Song Dynasty.
Di was born in Heyang (ζ²³ι½Β β present day Meng County () in Henan Province). He was noted for painting flowers, birds, bamboo, and animals in motion. Di was a member of the Academy of Worthies.
Notes
References
Barnhart, R. M. et al. (1997). Three Thousand Years of Chinese Painting. New Haven, Yale University Press. .
Ci hai bian ji wei yuan hui (). Ci hai (). Shanghai: Shanghai ci shu chu ban she (), 1979.
Song dynasty painters
1100s births
Year of death unknown
Court painters
Artists from Luoyang
Painters from Henan
12th-century Chinese painters
12th-century Chinese people
|
```php
<?php
declare(strict_types = 1);
namespace LanguageServer\Tests\Server\TextDocument\References;
use LanguageServer\{
LanguageClient, PhpDocumentLoader, Server, DefinitionResolver
};
use LanguageServer\ContentRetriever\FileSystemContentRetriever;
use LanguageServer\Index\{
DependenciesIndex, Index, ProjectIndex
};
use LanguageServerProtocol\{
Location, Position, Range, ReferenceContext, TextDocumentIdentifier
};
use LanguageServer\Tests\MockProtocolStream;
use LanguageServer\Tests\Server\ServerTestCase;
class GlobalFallbackTest extends ServerTestCase
{
public function setUp()
{
$projectIndex = new ProjectIndex(new Index, new DependenciesIndex);
$projectIndex->setComplete();
$definitionResolver = new DefinitionResolver($projectIndex);
$client = new LanguageClient(new MockProtocolStream, new MockProtocolStream);
$this->documentLoader = new PhpDocumentLoader(new FileSystemContentRetriever, $projectIndex, $definitionResolver);
$this->textDocument = new Server\TextDocument($this->documentLoader, $definitionResolver, $client, $projectIndex);
$this->documentLoader->open('global_fallback', file_get_contents(__DIR__ . '/../../../../fixtures/global_fallback.php'));
$this->documentLoader->open('global_symbols', file_get_contents(__DIR__ . '/../../../../fixtures/global_symbols.php'));
}
public function testClassDoesNotFallback()
{
// class TestClass implements TestInterface
// Get references for TestClass
$result = $this->textDocument->references(
new ReferenceContext,
new TextDocumentIdentifier('global_symbols'),
new Position(6, 9)
)->wait();
$this->assertEquals([], $result);
}
public function testFallsBackForConstants()
{
// const TEST_CONST = 123;
// Get references for TEST_CONST
$result = $this->textDocument->references(
new ReferenceContext,
new TextDocumentIdentifier('global_symbols'),
new Position(9, 13)
)->wait();
$this->assertEquals([new Location('global_fallback', new Range(new Position(6, 5), new Position(6, 15)))], $result);
}
public function testFallsBackForFunctions()
{
// function test_function()
// Get references for test_function
$result = $this->textDocument->references(
new ReferenceContext,
new TextDocumentIdentifier('global_symbols'),
new Position(78, 16)
)->wait();
$this->assertEquals([new Location('global_fallback', new Range(new Position(5, 0), new Position(5, 13)))], $result);
}
}
```
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Zgornja Pristava (, in older sources Zgornja Pristova, ) is a settlement in the Municipality of Slovenske Konjice in eastern Slovenia. It lies south and west of Slovenske Konjice and its territory extends up to Deer Peak (, ) on Mount Konjice (). The area is part of the traditional region of Styria. The municipality is now included in the Savinja Statistical Region.
Name
The name Zgornja Pristava literally means 'upper manor farm'. The name Pristava comes from the common noun pristava 'manor farm; house with outbuildings and land'. Manor farms were typically found near a manor house or castle and were operated by its servants. Settlements with this name and the semantically equivalent Marof are frequent in Slovenia.
Mass grave
Zgornja Pristava is the site of a mass grave from the period immediately after the Second World War. The Trebnik Manor Mass Grave () lies on a slope southwest of Slovenske Konjice near an electric power line. It contains the remains of 30 to 40 Slovene civilians from Slovenske Konjice that were murdered in May or June 1945.
Konjice Castle
The ruins of Konjice Castle lie on the slopes of Mount Konjice south of the settlement. It was an extensive castle built in the 12th century and abandoned in the 18th century.
Notable people
Notable people that were born or lived in Zgornja Pristave include the following:
Anton Vogrinec (1873β1947), Roman Catholic priest, author and reform-minded theologian
References
External links
Zgornja Pristava on Geopedia
Populated places in the Municipality of Slovenske Konjice
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ClΓ©mentine TourΓ© (born 21 March 1977) is an Ivorian football manager and former footballer who coaches the Ivory Coast women's national football team. She has also previously coached Equatorial Guinea women's national football team.
Personal life
At elementary school, TourΓ© decided she enjoyed playing football. Her father played professional football, and her two brothers played football, too. TourΓ© has a degree in physical education.
Playing career
As a player, TourΓ© played for a number of Ivorian clubs, as well as in Ghana, where she won three league titles. She made 22 appearances for the Ivory Coast women's national football team between 1995 and 2002.
Coaching career
TourΓ©'s coaching career began in 2004 as an assistant coach at Jeanne d'Arc Treichville. In 2006, she was appointed head coach of the Koumassi Amazons, with whom she won the Ivorian League. The press questioned her appointment as head coach, primarily due to her gender. In 2006, TourΓ© moved to Equatorial Guinea to coach Γguilas Verdes de Guadalupe. In 2008, she became head coach of the Equatorial Guinea women's national football team. During her reign, the team won the 2008 African Women's Championship, and came second at the 2010 event, losing to Nigeria in the final.
In 2010, TourΓ© was appointed head coach of the Ivory Coast women's national football team. During her reign as head coach, the team qualified for the 2012 African Women's Championship, where they finished third overall, the 2014 African Women's Championship, and the 2015 FIFA Women's World Cup. TourΓ© was one of eight female head coaches at the 24-team 2015 World Cup. Prior to the tournament, the national team had never played a match outside Africa, and in their first match, Ivory Coast lost a record 10β0 to Germany. TourΓ© has recruited multiple professional footballers who were born to Ivorian parents outside of the Ivory Coast.
At The Best FIFA Football Awards 2018, TourΓ© was on the panel to award The Best FIFA Women's Player and The Best FIFA Women's Coach awards. During the COVID-19 pandemic, TourΓ© supported a FIFA and World Health Organization initiative against domestic violence during lockdowns. In 2020, she became a supporter of the joint FIFA and United Nations Office on Drugs and Crime "Recover with Integrity" campaign against corruption in football.
TourΓ©'s Ivory Coast team failed to qualify for the 2022 Africa Women Cup of Nations, after losing in qualifying to Nigeria. It was the third consecutive AFCON that they had failed to qualify for.
See also
List of Ivory Coast women's international footballers
References
Ivory Coast women's international footballers
Ivorian football managers
1977 births
Living people
2015 FIFA Women's World Cup managers
Equatorial Guinea women's national football team managers
Women's association football players not categorized by position
Ivorian women's footballers
Ivorian expatriate football managers
Female association football managers
Ivory Coast women's national football team managers
Ivorian expatriates in Equatorial Guinea
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Hinsby Beach is a beach along the River Derwent in the Hobart suburb of Taroona, Australia. The south facing beach looks directly out to Storm Bay and the Tasman Sea, with views of the Derwent estuary, the Alum Cliffs, Taroona Shot Tower, the City of Clarence on the eastern shore and Opossum Bay, South Arm. Hinsby Beach is situated between the Alum Cliffs and Taroona Beach. A naturally secluded section of the beach, beyond the rocky south-western outcrop is a zoned naturist beach.
History
Hinsby Beach has historically been a popular staple of local activity, used for exercise, beach combing, kayaking, sailing, snorkelling, bodyboarding and swimming. Prior to the British colonisation of Tasmania, the land had been occupied for possibly as long as 35,000 years by the semi-nomadic Mouheneener people, a sub-group of the Nuennone, or "South-East tribe". Mouheneener shell middens can be found scattered all along Taroona's foreshores.
Extreme weather hit the beach in 2018, causing rough seas to wash salmon farming equipment ashore and the escape of 120,000 atlantic salmon.
In 2021, Hinsby Beach was utilised for MONA FOMA celebrations with an installation called Hobart Digs, in which south sea pearls encased in handcrafted boxes by German artist Michael Sailstorfer were buried in the sand and discovered by participants.
Environment
The steep and narrow beach has waves averaging swells and is bookended by a collection of boulder rocks at Taroona Beach and the Alum Cliffs, which emerge from sea level to heights between to create a dramatic coastline, stretching for to Tyndall Beach, Kingston Beach.
The beach can be viewed from beachside homes along Hinsby Road. Hinsby Beach performs well for water quality within the Derwent estuary for swimming.
Access
Hinsby Beach is accessible from the Hobart City Centre via the Channel Highway. It is a two hour walk from the CBD, or a 30 minute metro bus ride. There is parking at nearby Jenkins Street, Hinsby Road, Niree Parade and at Taroona Park. The beach can be accessed on foot via the Taroona Foreshore Track.
See also
List of social nudity places in Oceania
References
Beaches of Tasmania
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The Switzerland national futsal team is controlled by the Swiss Football Association, the governing body for futsal in Switzerland and represents the country in international futsal competitions, such as the World Cup and the European Championships.
Competition history
FIFA Futsal World Cup
1989 - did not compete
1992 - did not compete
1996 - did not compete
2000 - did not compete
2004 - did not compete
2008 - did not compete
2012 - did not qualify
2016 - did not qualify
2021 - did not qualify
2024 - did not qualify
UEFA Futsal Championship
1996 - did not compete
1999 - did not compete
2001 - did not compete
2003 - did not compete
2005 - did not compete
2007 - did not compete
2010 - did not compete
2012 - did not qualify
2014 - did not qualify
2016 - did not qualify
2018 - did not qualify
2022 β did not qualify
References
External links
Swiss Football Association
Switzerland
Futsal
Futsal in Switzerland
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Georg Wiegner (April 20, 1883 β April 14, 1936) was a colloid chemist. He was born in Leipzig and died in Zurich.
Georg Wiegner studied natural sciences at the University of Leipzig, and received a doctorate in 1906. He was an assistant to Wilhelm Fleischmann at the University of GΓΆttingen from 1907. He was appointed professor of agricultural chemistry at the ETH Zurich in 1913, where he remained until the year of his death, in 1933. He was responsible for seminal discoveries in coagulation and ion exchange. His group at the ETH strongly influenced ecological pedology in Switzerland. The group who worked with him included Hermann Gessner (1897β1981), Hans Jenny (1899β1992) and Hans Pallmann (1903β1965). His group also influenced the work of Max DΓΌggeli, who had a major influence on soil biology in Switzerland.
Works
Boden und Bodenbildung Kolloidchemischer Betrachtung, 1918
Anleitung zum quantitativischen agrikulturchemischen Praktikum, 1919
References
1883 births
1936 deaths
20th-century German chemists
German soil scientists
Scientists from GΓΆttingen
Academic staff of ETH Zurich
Leipzig University alumni
Academic staff of the University of GΓΆttingen
Colloid chemists
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Liu Shi or Liushi may refer to:
People
Emperor Yuan of Han (75β33 BC), given name Liu Shi, emperor of the Han dynasty
Liu Shi (Tang dynasty) (died 659), grand councilor of the Tang dynasty
Liu Rushi or Liu Shi (1618β1664), Ming dynasty courtesan and poet
Liu Shi (politician), discipline inspector for the Communist Party of China
Places in China
Liushi Shan, mountain in the Kunlun Mountain Range, between Tibet and Xinjiang in western China
Liushi Township (ε
εΈδΉ‘), a township in Lianhua County, Jiangxi
Liushi Subdistrict, Liuzhou (ζ³η³θ‘ι), a subdistrict of Liunan District, Liuzhou, Guangxi
Liushi Subdistrict, Dongyang (ε
η³θ‘ι), a subdistrict of Dongyang, Zhejiang
Towns
Liushi, Hebei (ηε²), in Li County, Hebei
Liushi, Hunan (η‘«εΈ), in Hengnan County, Hunan
Liushi, Yueqing (ζ³εΈ), in Yueqing, Zhejiang
Others
Lapse of Time, a 1982 Chinese novella by Wang Anyi
See also
Lady Liu (disambiguation), notable women surnamed Liu in ancient and imperial China
Liu Zhi (ROC) (1892β1971), Chinese Kuomintang general and politician, sometimes romanized as "Liu Shi"
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77th Regiment of Foot may refer to:
77th Regiment of Foot (Montgomerie's Highlanders) (1758β1763)
77th Regiment of Foot (Atholl Highlanders) (1777β1783)
77th (East Middlesex) Regiment of Foot (1787β1881)
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Roula Khalaf () is a British-Lebanese journalist who is the editor of the Financial Times, having been its deputy editor and foreign editor. She succeeded Lionel Barber as editor on 20 January 2020.
Early life
Khalaf was born in Beirut, Lebanon, and grew up there during the civil war. She earned a bachelor's degree from the S. I. Newhouse School of Public Communications at Syracuse University, and a master's degree in international affairs from Columbia University in New York City.
Career
Khalaf began her career as a staff writer for Forbes magazine in New York, and worked for the magazine for about four years.
She has worked for the FT since 1995, first as North Africa correspondent, then Middle East correspondent, Middle East editor and as foreign editor. In 2016, she was promoted to be deputy editor of the Financial Times. In addition to her deputy editor responsibilities, she writes and comments regularly on world affairs, Middle East politics and business.
Following the announcement that Lionel Barber would step down as editor of the paper in January 2020, it was announced that Khalaf would succeed him in that post. She is the first female editor in the 131-year history of Financial Times. On the 7 October 2022, Khalaf published an exclusive interview she secured as editor of the FT, with the Tesla Chief, Elon Musk in which he explained his future plans for Twitter, Tesla and his SpaceX project.
In May 2023, The New York Times reported that Khalaf prevented the publishing of an FT article covering sexual misconduct allegations against Nick Cohen.
Awards
In 2009, Khalaf won The Peace Through Media Award of the International Media Awards "in recognition of her high standards of reporting and the quality of her news analysis".
In 2011, she was shortlisted for the Foreign Reporter of the Year category of the Press Awards.
In 2012, she was shortlisted for the One World Media Awards for her article, The Muslim Sisterhood.
In 2013, she received, with her Financial Times colleagues Abigail Fielding-Smith, Camilla Hall and Simeon Kerr, the Foreign Press Association media award Print and Web Feature Story of the Year for Qatar: From Emirate to Empire.
In popular culture
Khalaf is quoted in Jordan Belfort's The Wolf of Wall Street; "The press onslaught had started in 1991, when an insolent reporter from Forbes magazine, Roula Khalaf, coined me as a twisted version of Robin Hood, who robs from the rich and gives to himself and his merry band of brokers. She deserved an A for cleverness, of course."
Personal life
She is married to the Lebanese businessman Assaad W. Razzouk.
References
External links
Profile at The Financial Times
C-SPAN Interview of Roula Khalaf July 2009
Living people
Syracuse University alumni
School of International and Public Affairs, Columbia University alumni
Writers from Beirut
Year of birth missing (living people)
Financial Times editors
British people of Lebanese descent
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The County Palatine of Durham was a jurisdiction in the North of England, within which the bishop of Durham had rights usually exclusive to the monarch. It developed from the Liberty of Durham, which emerged in the Anglo-Saxon period. The gradual acquisition of powers by the bishops led to Durham being recognised as a palatinate by the late thirteenth century. Durham was one of several counties palatine in England during the Middle Ages, but was noted for having an exceptionally wide range of powers and independence from the monarch.
The county palatine had its own government and institutions, which broadly mirrored those of the monarch and included several judicial courts. From the sixteenth century the palatine rights of the bishops were gradually reduced, and were finally abolished in 1836. The last palatine institution to survive was the court of chancery, which was abolished in 1972.
The palatine included most of contemporary County Durham, the parts of Tyne and Wear south of the Tyne, and had exclaves in Northumberland and North Yorkshire around the island of Lindisfarne and the settlements of Bedlington, Norham, and Crayke.
History
Early history
The territory of the palatinate began to form in 684, when King Ecgfrith of Northumbria granted a substantial territory to St Cuthbert after the latter was elected bishop of Lindisfarne in 684. In about 883 the diocese moved to Chester-le-Street and Guthred, King of Northumbria granted it the area between the Tyne and the Wear. In 995 the diocese was moved again, to Durham, and received additional grants of land. Throughout this period the earl of Northumbria was the secular ruler of the region.
Establishment and consolidation
In 1075, shortly after the Norman conquest, William the Conqueror allowed Bishop Walcher to purchase the earldom of Northumbria after its previous holder, Waltheof, rebelled against the king; this marked the beginning of the bishops' temporal authority. Disputes with the officials of Northumberland were not resolved until 1293, when Bishop Antony Bek and his steward failed to attend a summons by the justices of Northumberland, and the case eventually reached Parliament. There, Bek argued that "from time immemorial it had been widely known that the sheriff of Northumberland was not sheriff of Durham nor entered within that liberty as sheriff", and that Durham was independent of any other county. These arguments appear to have been accepted, as by the 14th century Durham was considered a liberty which received royal mandates direct. The jusisdiction of the bishops was also expanded during this period when the wapentake of Sadberge, another liberty within Northumberland, was purchased by bishop Hugh de Puiset in 1189. It was gradually incorporated into Durham, but retained separate assizes until 1586.
Decline and abolition
The later history of the palatinate is characterised by the Crown and parliament slowly diminishing the powers of the bishops and incorporating the county into the regular system of local government in England. This process began in 1536, when the Act of Resumption deprived the bishop of the power to pardon offences or to appoint judicial officers and mandated that the county's legal system would in future be run in the name of the king, rather than the bishop. In March 1553 the diocese was briefly abolished; the bishop, Cuthbert Tunstall, had been removed from office and imprisoned in 1552 because he did not support the religious policies of Edward VI's de facto regent, John Dudley. Mary I had restored both the diocese and Tunstall to office by April 1554, and in practice the abolition seems to have been ignored. In 1596, under Elizabeth I, restrictions were placed on the palatinate's court of chancery.
In 1646 the parliament of the Commonwealth of England again abolished the palatinate, but after the Stuart Restoration it was once again revived. In 1654 the palatinate sent its first members to the Parliament of England, two each for the city of Durham and the wider county; the bishops had previously put up strong opposition to a 1614 bill which would have given the city of Durham and Barnard Castle representation. By 1831 the county covered an area of and had a population of 253,910. These boundaries were used for parliamentary purposes until 1832, and for judicial and local government purposes until the coming into force of the Counties (Detached Parts) Act 1844, which merged most remaining exclaves with their surrounding county.
During the nineteenth century several other Acts of Parliament were passed which affected the governance of Durham. The Durham (County Palatine) Act 1836 effectively abolished the palatine by transferring the bishop's remaining palatine rights to the Crown. Doubts about the construction of this Act led to the enactment of the Durham County Palatine Act 1858. Durham was included in the standardisation of English and Welsh local government enacted by the Local Government Act 1888, which created Durham County Council. Durham maintained its own judicial identity until the Courts Act 1971 abolished its separate court of chancery.
Administration
At its greatest extent, the county palatine consisted of a large, contiguous territory around Durham and several exclaves to the north and south. The contiguous territory was bounded the rivers Tyne and Derwent in the north, the North Sea to the east, the River Tees to the south, and the Pennines in the west. The exclaves were Bedlingtonshire, Islandshire and Norhamshire within Northumberland, and Craikshire within the North Riding of Yorkshire. Durham itself was divided by the 13th century into four "wards" (equivalent to hundreds) named after their chief towns: Chester-le-Street, Darlington, Easington and Stockton. Each had its own coroner and a three-weekly court.
The prior of Durham ranked first among the bishop's barons. He had his own court, and almost exclusive jurisdiction over his men. There were ten palatinate barons in the 12th century, the most important being the Hyltons of Hylton Castle, the Bulmers of Brancepeth, the Conyers of Sockburne, the Hansards of Evenwood, and the Lumleys of Lumley Castle. The Neville family also owned large estates in the county, including Raby Castle.
Taxation
The principle that the King would not tax Durham may have been established as early as 685, when St. Cuthbert was made bishop of Lindisfarne, and successive bishops of the diocese acquired extensive estates with exemptions from tax. They also maintained a seignorial court, which implied exemption from interference by the king's officers. There is no evidence that the bishops paid danegeld, which was first collected in 991; after the Norman Conquest it became a regular tax based on the Domesday survey, which Durham was also omitted from.
Several documents survive which prove Durham's exemption from taxes, including two precepts from the reign of William II and charters from the reign of Henry II which exempt the palatine from a wide range of taxes and reaffirm similar privileges granted in the reigns of Henry I and William II. When the bishopric was vacant it was in included in the pipe rolls maintained by the English Exchequer, which show that it did not pay taxes such as carucage. When Henry II enforced the Assize of Clarendon in the palatinate he also stated that his actions should not be used as a precedent, implying that the exclusion of the king's justices was a privilege of the palatinate. It is not known whether palatinate would have been subject to the Saladin tithe, as bishop de Puiset pledged to go on crusade and was therefore exempt from paying it. During the vacancy which followed the death of bishop Philip of Poitou in 1208 King John appears to have raised money in the palatinate, but this was regarded as an infringement of local privilege.
Government and courts
The palatine had its own government, whose officers were ultimately appointed by the bishop. Until the 15th century the most important administrative officer was the steward, and the palatine also had a sheriff, coroners, a chamberlain and a chancellor. The palatine exchequer was organised in the 12th century. The palatine assembly represented the whole county, and dealt chiefly with fiscal questions. The bishop's council, consisting of the clergy, the sheriff and the barons, regulated the judicial affairs. The palatine eventually developed several courts, including chancery, common pleas, admiralty and marshalsea. The Court of the County of Durham was abolished by section 2 of the Durham (County Palatine) Act 1836, the Court of Chancery of the County Palatine of Durham and Sadberge was abolished by the Courts Act 1971, and the Court of Pleas of the County Palatine of Durham and Sadberge was abolished by the Supreme Court of Judicature Act 1873.
St Cuthbert and the haliwerfolc
During the medieval period, St Cuthbert became politically important in defining the identity of the people living in the semi-autonomous region. Within this area the saint became a powerful symbol of the autonomy the region enjoyed. The inhabitants of the Palatinate became known as the "haliwerfolc", an Old English phrase which roughly translates as "people of the saint", and Cuthbert gained a reputation as being fiercely protective of his domain.
An example of Cuthbert's importance is the Battle of Neville's Cross in 1346, when the prior of Durham Cathedral received a vision of Cuthbert ordering him to take the corporax cloth of the saint and raise it on a spear point near the battlefield as a banner. Doing this, the prior and his monks found themselves protected "by the mediation of holy St Cuthbert and the presence of the said holy Relic."
Symeon of Durham related a tale of a tax gatherer named Ranulf, who was sent by William the Conqueror to force the people of the saint to contribute to the national revenue. St. Cuthbert, angry at this infringement of his liberties, "horribly visited" Ranulf, who was glad to escape alive from the bishopric. The tale, despite its miraculous elements and the fact it likely postdates the events described, is still of value as it shows the local notion of the bishop's privilege in the matter of taxation.
Legacy
Several buildings related to the bishops of Durham and the palatinate survive, including the castles at Durham, Norham, and Bishop Auckland, and the exchequer building on Palace Green in Durham.
The county palatine has been used by the tourism industry to promote Durham, often using the tagline 'land of the prince bishops'. The phrase can also be seen on road signs when entering the County Durham unitary authority.
References
Aird, William M, St Cuthbert and the Normans: The Church of Durham 1071-1153, Studies in the History of Medieval Religion 14, Boydell Press. 1998 . Google
Bonney, Margaret. Lordship and the Urban Community: Durham and its Overlords, 1250β1540. Cambridge University Press. 1990. Google
Cam, "The Evolution of the English Medieval Franchise" (1957) 32 Speculum 427. Law-finders and Law-makers in Medieval England. 1979. Google
Fraser, C M. A History of Antony Bek, Bishop of Durham, 1283β1311. Clarendon Press. 1957. Google
Holdsworth, A History of English Law. 1903. vol 1. p 50. 3rd Ed. 1922. p 109.
Holford, Matthew. Border Liberties and Loyalties: North-East England, c 1200 to c 1400. Edinburgh University Press. 2010. Chapters 1 to 4. Page 17.
Lapsley, Gaillard Thomas, The County Palatine of Durham. A Study in Constitutional History. (Harvard Historical Studies, No 8). New York. 1900.
Larson, P L, Conflict and Compromise in the Late Medieval Countryside: Lords and Peasants in Durham, 1349β1400. Routledge. 2006. Google
Liddy, Christian D, The Bishopric of Durham in the Late Middle Ages: Lordship, Community and the Cult of St Cuthbert. Boydell Press. 2008. Google
Liddy, Christian D, "The Politics of Privilege: Thomas Hatfield and the Palatinate of Durham, 1345β81". J S Hamilton (ed). Fourteenth Century England IV. Page 62. See also p 175.
Marcombe, David. The Last Principality: Politics, Religion and Society in the Bishopric of Durham, 1494β1660. University of Nottingham. 1987. Google
Pollard, A J, "The Crown and the County Palatine of Durham, 1437β94". The North of England in the Age of Richard III. Stroud. 1996. Pages 67 to 87.
Pollard, A J "St Cuthbert and the Hog: Richard III and the County Palatine of Durham, 1471β85". Griffiths and Sherborne (eds). Kings and Nobles in the Later Middle Ages. Gloucester. 1986. Pages 109 to 129.
Storey, R L "The County Palatine of Durham". Thomas Langley and the Bishopric of Durham: 1406β1437. SPCK. 1961. Chapter 2. Page 52. Google
Scammell, G V, "The Liberty of Durham, 1153β95". Hugh Du Puiset: A Biography of the Twelfth-Century Bishop of Durham. Cambridge University Press. 1956. Chapter 5 .
Thornton, Tim, "Fifteenth Century Durham and the Problem of Provincial Liberties in England and the Wider Territories of the English Crown" (2001) 11 Transactions of the Royal Historical Society (Sixth Series) 83
History of County Durham
Prince-bishoprics
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Morshyn (, ) is a small city located at the Eastern Carpathian Foothills within Ukraine's Stryi Raion, Lviv Oblast (region). It hosts the administration of Morshyn urban hromada, one of the hromadas of Ukraine. The population is
Overview
The first mentioning of the settlement is found in a court note of 2 January 1482 which indicated that Morshyn and surrounding villages belonged to a nobleman (szlachtic) Juchno Nagwazdan and was part of the Kingdom of Poland. In 1538 Morshyn owners, the Branecki family, who became interested in local industry which was a salt mining have acquired a permission from the royal chancellery on opening of salt mines. Five mine wells were dug out for brine extraction. However, the business did not justify itself as the Morshyns salt was bitter and unfit for consumption. The salt industries fell into decline.
In the second half of 17th century Morshyn remained a poor village. In 1692 Morshyn accounted for 12 yards (as dwelling units). The settlement was changing hands and often was transferring between owners. Following the first partition of Poland in 1772, Morshyn went to the Austrian Empire.
With construction of railroad StryjβStanislawow through Morshyn, a life has revived in the village. Since 1878 Morshyn is known as a spa resort. The first chemical analysis of mineral water was published by a professor of the Lviv University W.Radziszewski in 1881. About therapeutic properties of the Morshyn's brine at that time wrote by many researchers, comparing it with waters of famous then German, Hungarian, and Czech resorts.
In 1918-1939 Morshyn was in Polish territory and, as "Morszyn-ZdrΓ³j," was a popular spa. The spa belonged to the Medical Association (Towarzystwo Lekarskie) from Lviv (LwΓ³w), in late 1920s almost 1000 guests came there yearly. During the times when western Ukraine was under Polish authority, the city was part of the Ivano-Frankivsk regional administration, StanisΕawΓ³w Voivodeship back then. Currently the town is located in the close proximity to Ivano-Frankivsk Oblast and Carpathian Mountains. Currently the city is one of the major national tourist resort as well as health resorts. The city continues to carry on its legacy of one of the best health resorts in Europe.
Until 18 July 2020, Morshyn was incorporated as a city of oblast significance. In July 2020, as part of the administrative reform of Ukraine, which reduced the number of raions of Lviv Oblast to seven, the city of Morshyn was merged into Stryi Raion.
After dissolution of the Soviet Union, in the city appeared couple football clubs among which is FC Skala that place at a local small stadium.
Gallery
See also
FC Skala Stryi (2004)
FC Medyk Morshyn
References
External links
Danylyuk, Yu.Z., Dmytruk, V.I. Morshyn (ΠΠΠ Π¨ΠΠ). Encyclopedia of History of Ukraine.
Travel agency web-site with offers to travel to Morshyn as one of the places with the best sanatoriums
Another web-site that describes Morshyn's great spas
Morshyn is a well-known spa town in the Lviv region caring for gastrointestinal issues
Web-site of the Lviv Oblast administration that mentions Morshyn is the city that specializes in the development of the sanatorium resort network
Travel agency web-site with offers to healthy travel
Cities in Lviv Oblast
Spa towns in Ukraine
Cities of regional significance in Ukraine
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The UND Fighting Hawks women's hockey team represented the University of North Dakota in WCHA women's ice hockey during the 2015-16 NCAA Division I women's ice hockey season.
Offseason
August 17: 5 Fighting Hawks were set to compete in the US-Canada U22 Series held in Lake Placid, NY. Halli Krzyzaniak and Becca Kohler were chosen by Canada, while Gracen Hirschy, Amy Menke and Lexie Shaw were chosen for the US.
Recruiting
2015β16 Fighting Hawks
Schedule
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!colspan=12 style="background:#009e60; color:#fff;"| Regular Season
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!colspan=12 style="background:#009e60; color:#fff;"| WCHA Tournament
Awards and honors
Shelby Amsley-Benzie, Academic All-American First Team
Amy Menke, Forward, All-WCHA Second Team
Shelby Amsley-Benzie, Goaltender, All-WCHA Third Team
Halli Krzyzaniak, Defense, All-WCHA Third Team
Anna Kilponen, Defense, All-WCHA Rookie Team
References
North Dakota
North Dakota Fighting Hawks women's ice hockey seasons
Fight
Fight
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The Symphony No. 3 by Walter Piston was composed in 1946β47.
History
The Koussevitzky Music Foundation commissioned the Third Symphony and Piston began work on it in 1946, completing the score at Woodstock, Vermont, in the summer of 1947. It was premiered on January 9, 1948, by the Boston Symphony Orchestra conducted by Serge Koussevitzky, and the composer dedicated the score to the memory of the conductor's wife, Natalie Koussevitzky. Piston was awarded the 1947 Pulitzer Prize in Music Composition for the Third Symphony.
Analysis
The work, like the later Fourth and Sixth Symphonies is in four movements:
Andantino ()
Allegro ()
Adagio ()
Allegro ()
The symphony lasts about 35 minutes.
The symphony opens with a slow movement, involving three main themes. This is followed by a scherzo with trio and a slow variation movement. The finale is interpreted by one writer as a celebration of the end of the Second World War.
References
Sources
External links
, Harvard Radcliffe Orchestra conducted by James Yannatos (1995)
Symphony No. 3
1947 compositions
Pulitzer Prize for Music-winning works
Music with dedications
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HervΓ© Hagard (born 9 November 1971) is a French former professional footballer who played as a defensive midfielder.
External links
1971 births
Living people
French men's footballers
Men's association football midfielders
AS Beauvais Oise players
Wasquehal Football players
Racing Club de France Football players
Ligue 2 players
SC Abbeville players
People from PΓ©ronne, Somme
Footballers from Somme (department)
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In accordance with Iraqi law, citizens of most countries require a visa to visit Iraq. However, visitors from certain countries are given a visa on arrival in select airports and certain countries are banned from entering Iraq.
On the 15th of March 2021, the Iraqi government lifted pre-arrival visa requirements for citizens from 37 countries, allowing citizens from those countries to apply for on-arrival visas at approved land, sea and air border crossings.
Iraqi government launched a e-visa site, however it's not clear if all citizens in the world can apply; for now only citizens of Germany, Turkey and Egypt can apply.
Visa policy map
Visa exemption
Holders of passports from the following jurisdictions can enter Iraq without a visa for a stay up to the duration listed:
1 - Visa free only for air travel. All other means of travel require pre-arranged visas.
Visa on arrival
Nationals of the following countries may obtain a visa on arrival at Al Najaf International Airport and Basra International Airport, or otherwise as noted:
Citizens of the following countries can get visa on arrival at any entry point land, sea, and air.
Non-ordinary passports
A visa is not required for holders of diplomatic or service passports for nationals of
Iraqi-Kurdistan
According to the KRG Representative Office in Vienna, visitors to the Kurdistan Region may get visa-free stamp for up to 30 days. Travelers by car need to pay a $30 road tax.
WARNING: This visa stamp is not valid at any place in the rest of Iraq outside of Iraqi-Kurdistan area which are Duhok, Erbil and Sulaymaniyah only. Exiting the regions of Iraqi-Kurdistan with this visa stamp to other city in Iraq may expose the visitor to a fine, deportation and prevent the person from entering Iraq for a period of two years or more. If you are planning to visit all parts of Iraq without worries, it is preferable to travel to Baghdad airport, Basra, Najaf, or any border crossing other than the Iraqi Kurdistan crossing points, after that, you will have absolute freedom to move around Iraq from the far north to the far south without any restrictions or conditions.
Eligible countries :
The visit visa is extendable and can be converted to a work visa. The total validity would be 45 days from the date of the entry. This extension can be applied twice, not more than 90 days in total.
Additionally, the KRG Representative Offices in London and Washington, DC list the following passport holders as visa-exempt for 30 days:
Israel
nationals are banned from entering and transiting in Iraq, even if not leaving the aircraft and proceeding by the same flight, except Iraqi Kurdistan where Israeli citizens are only allowed to travel.
COVID-19 pandemic
Fully vaccinated travelers do not need a PCR test prior to arrival in Iraq.
Travelers who cannot receive the Covid-19 vaccine due to health reasons must submit a medical report certified by the Ministry of Health and a negative PCR test.
See also
Visa requirements for Iraqi citizens
Tourism in Iraq
Iraqi nationality law
Iraqi passport
References
Iraq
Foreign relations of Iraq
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Looking Up is an album by the Hugh Fraser Quintet, which was released in 1988 by CBC Records. It won the 1989 Juno Award for Best Jazz Album.
References
1988 albums
Juno Award for Best Jazz Album albums
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Wolfgang is a German male given name.
Wolfgang may also refer to:
People
Walter Wolfgang (1923β2019), German-born British socialist and peace activist
Wolfgang (wrestler) (born 1986), Barry Young, Scottish wrestler with stage name "Wolfgang"
Wolfgang Amadeus Mozart (1756-1791), prolific and influential composer of classical music
Places
St. Wolfgang im Salzkammergut, a market town in central Austria
Sankt Wolfgang, a municipality in the district of Erding in Bavaria, Germany
Wolfgang Pass, Switzerland
Wolfgangsee, a lake in Austria
Music
Wolfgang (band), a Filipino heavy metal band
Wolfgang (album), 1995 studio album from the Filipino band
"Wolfgang" (song), a song by South Korean boy band Stray Kids
Wolf Gang, a British rock band
Odd Future, also known as Odd Future Wolf Gang Kill Them All, an American music collective from Los Angeles
Brands and enterprises
Peavey EVH Wolfgang, a guitar series
Wolfgang's Steakhouse, a steakhouse originating in Manhattan, New York
See also
Farkas
Sankt Wolfgang (disambiguation)
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The NBL Grand Final is the annual championship series of the National Basketball League (NBL). The entrants are determined by the victors of the two Semi Finals series, who engage in a best-of-five game series to determine the league champion. The winners of the Grand Final series are awarded the Dr John Raschke Trophy.
History
Prior to 1986, the NBL Grand Final was decided by a single game. From 2004 until 2009, the series was expanded to a best-of-five games.
The first NBL Grand Final was played on 10 June 1979 at the Albert Park Basketball Stadium in Melbourne. The St. Kilda Saints defeated the Canberra Cannons 94-93 to become the inaugural NBL Champions.
The Perth Wildcats hold the record for most Grand Final appearances with 15 between 1987 and 2019/20. They have also won a record 10 NBL Championships. The Wildcats have not missed the NBL Finals since 1987, a record of 35 consecutive years.
No Grand Final MVP was awarded between 1981 and 1985. The NBL Grand Final Most Valuable Player Award winner receives the Larry Sengstock Medal, which is named in honour of Larry Sengstock, the winner of the league's first Grand Final MVP award in 1986.
Rocky Smith (1980), Leroy Loggins (1987), Scott Fisher (1989), Chris Williams (2002/03), Chris Anstey (2005/06) and Cedric Jackson (2012/13) all won the Grand Final MVP and the regular season MVP awards in the same season.
Results
Grand Final Record
* Teams in bold are currently in the NBL.
See also
NBL Finals
WNBL Grand Final
References
External links
National Basketball League (Australia)
Grand finals
Recurring sporting events established in 1979
1979 establishments in Australia
Annual sporting events in Australia
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The following is a list of football stadiums in Syria sorted by their capacities. The minimum capacity is 1,000.
Future stadiums
See also
List of association football stadiums by capacity
Syria
Stadiums
Football stadiums
Sources
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The Type 1936B destroyers were a group of five destroyers built for Nazi Germany's Kriegsmarine between 1941 and 1942, of which only three were completed and saw service. Eight ships of this design were ordered, but the orders for three ships were cancelled before construction began. was the first ship of the class to be completed and was commissioned in mid-1943. Her sister ships, and , followed in 1944. Z44 was sunk during an air raid in 1944 before she was completed while Z45 was never completed. Both ships were scrapped after the war.
All three ships spent the war in the Baltic Sea, escorting German convoys, laying minefields, and bombarding Soviet forces in 1944β1945. Z35 and Z36 were lost in the Gulf of Finland after hitting friendly mines in late 1944, while Z43 was scuttled a few days before the end of the war in May 1945.
Design and description
The Type 1936B design retained the hull design of the preceding Type 1936A, but reverted to the lighter main armament of the Type 1936 to reduce topweight and improve seakeeping. They were also given a stronger anti-aircraft armament than the older ships.
The ships had an overall length of and were long at the waterline. They had a beam of , and a maximum draught of . They displaced at standard load and at deep load. The ship's hulls were divided into 16 watertight compartments and they were fitted with a double bottom that covered 47% of their length amidships. Their crew consisted of 11β15 officers and 305β20 sailors.
The Type 1936Bs were powered by two Wagner geared steam turbine sets, each driving a single three-bladed propeller, using steam provided by six high-pressure Wagner water-tube boilers with superheaters that operated at a pressure of and a temperature of . The turbines were designed to produce for a speed of . The ships carried a maximum of of fuel oil which gave a range of at .
Armament and sensors
The Type 1936B ships carried five 45-calibre SK C/34 guns in single mounts with gun shields, two each superimposed, fore and aft of the superstructure. The fifth mount was positioned on top of the rear superstructure. The guns were designated No. 1 to 5 from front to rear. The mounts had a range of elevation from -10Β° to +30Β°, which gave them a range of at maximum elevation. They fired projectiles at a muzzle velocity of at a rate of 15β18 rounds per minute. The ships carried a total of 600 shells for the guns.
Their anti-aircraft armament consisted of four 80-calibre SK C/30 guns in two twin mounts abreast the aft funnel. The power operated mounts had a maximum elevation of 85Β° which gave the guns a ceiling of ; horizontal range was at an elevation of 35.7Β°. The single-shot SK C/30 fired projectiles at a muzzle velocity of at a rate of 30 rounds per minute. The mounts were stabilized, but their gyroscopes were undersized and could not cope with sharp turns or heavy rolling. They were also fitted with fifteen fully automatic 65-calibre C/30 guns in three quadruple and three single mounts. The gun had an effective rate of fire of about 120 rounds per minute. Its projectiles were fired at a muzzle velocity of which gave it a ceiling of and a maximum horizontal range of .
The ships carried eight above-water torpedo tubes in two power-operated mounts. Two reloads were provided for each mount. The standard torpedo for the Type 36B destroyers was the G7a torpedo. It had a warhead and three speed/range settings: at ; at and at . They had four depth charge launchers and mine rails could be fitted on the rear deck that had a maximum capacity of 74β76 mines. 'GHG' (GruppenhorchgerΓ€t) passive hydrophones were fitted to detect submarines and an S-GerΓ€t sonar was also probably fitted. The ships were equipped with a FuMO 24/25 radar set above the bridge.
Ships
Service
All three of the completed ships were assigned to the 6. ZerstΓΆrerflotille (6th Destroyer Flotilla) in the Baltic in 1944 as they completed working up. The flotilla was tasked to support minelaying efforts in the Baltic and the Gulf of Finland in February 1944, but initially escorted convoys before laying its first minefield in mid-March. Its primary activity remained minelaying through July, including reinforcing the existing minefields in the Gulf of Finland in April. Reinforced by the arrival of Z36 in late June, the flotilla began bombarding Soviet positions at the end of July, both by themselves and while escorting heavy cruisers on the same mission and intermittently continued to do so almost up until the end of the war. In September it covered the convoys evacuating German forces from Finland and then Estonia before Z43 was assigned to the flotilla the following month.
In mid-December the flotilla was ordered to lay a new minefield between the Estonian coast and an existing minefield slightly further out to sea. In bad weather on the night of 11/12 December, Z35 and Z36 blundered into that minefield and struck one or more mines each around 02:00. Z36 sank very quickly with the loss of all hands and Z35 lasted a bit longer before sinking. The crew abandoned ship before she sank, but only about 70 men were rescued by the Soviets. The only operational ship of the class remaining, Z43, escorted convoys at the beginning of 1945 before resuming her previous task of shore bombardment in mid-February. She continued to do so until early April when she struck a mine on 10 April that crippled her. After emergency repairs, Z43 then steamed into WarnemΓΌnde harbour where she provided gunfire support for German troops ashore. The ship departed WarnemΓΌnde on 2 May for Kiel after exhausting all of her ammunition. Z43 was scuttled the following day.
Construction of Z44 and Z45 was slowed by their lack of priority and only Z44 was launched before the end of the war. Work on both ships was ordered halted for at least three months on 24 July 1944, although it was rendered moot five days later when Z44 was sunk while fitting-out during an air raid by the Royal Air Force on Bremen. Both ships were already being cannibalized for parts to repair the destroyer by then and salvaging Z44 became impractical when her stern broke off in early September. Her wreck was scrapped in place in 1948β1949. Z45 was never finished and was broken up on the slipway in 1946.
Notes
References
External links
Type 1936B on german-navy.de
German Destroyers on Battleships-Cruisers.co.uk
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Merle Robbins (September 12, 1911 β January 14, 1984) was an American barber from Reading, Ohio who invented the card game UNO.
In 1971, he invented UNO to resolve an argument with his son Ray, a teacher, about the rules of Crazy Eights. The original decks were designed and made on the family dining room table. He and his family mortgaged their home to raise $8,000 and created the first 5,000 UNO decks to sell. At first, he sold them out of his barber shop, while his son Ray handed them out to his students. In 1972, he sold the rights to UNO to International Games for $50,000 plus royalties of 10 cents per copy.
Today, the game is produced by toy giant Mattel in 80 countries and has sold 151 million copies worldwide.
Robbins died in 1984 in Cincinnati.
References
External links
BoardGameGeek
1911 births
1984 deaths
American entertainment industry businesspeople
Uno (card game)
People from Reading, Ohio
People from Milford, Ohio
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The 2020β21 season is CSKA Sofia's 72nd season in the Parva Liga (the top flight of Bulgarian football) and their fifth consecutive participation after their administrative relegation in the third division due to mounting financial troubles. In addition to the domestic league, CSKA Sofia participates in this season's edition of the Bulgarian Cup and UEFA Europa League. This article shows player statistics and all matches (official and friendly) that the club will play during the 2020β21 season.
Players
Squad information
Transfers
In
Out
Pre-season and friendlies
Pre-season
Mid-season
On-season (spring)
Competitions
Overview
Parva Liga
Regular Stage
League table
Results summary
Results by round
Results
Championship round
League table
Results summary
Results by round
Results
Bulgarian Cup
UEFA Europa League
First qualifying round
Second qualifying round
Third qualifying round
Play-off round
Group stage
Statistics
Appearances and goals
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|colspan="14"|Players away from the club on loan:
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|colspan="14"|Players who appeared for CSKA Sofia that left during the season:
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Goalscorers
Disciplinary Record
Includes all competitive matches. Players listed below made at least one appearance for CSKA first squad during the season.
See also
PFC CSKA Sofia
References
External links
CSKA Official Site
PFC CSKA Sofia seasons
CSKA Sofia
CSKA Sofia
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The Manetti Shrem Museum of Art is a fine arts museum located at the University of California, Davis in Davis, California. Its full name is the Jan Shrem and Maria Manetti Shrem Museum of Art.
The museum opened on November 13, 2016. According to The New York Times, the museum includes "trailblazing contributions by the schoolβs renowned art faculty, which contributed to innovations in conceptual, performance and video art in the 1960s and 70s".
Background
Richard L. Nelson was the founder of the art department at UC Davis, and he recruited a faculty in the early 1960s that included highly successful artists such as Wayne Thiebaud, Robert Arneson, Roy De Forest, Manuel Neri, Roland Petersen and William T. Wiley. Several were associated with the Funk art genre.
In a negative 1981 review in The New York Times, conservative art critic Hilton Kramer referred to Arneson as the leader of "a spirit best defined as defiant provincialism" at UC Davis. That phrase has since been embraced as a defining description by artists associated with UC Davis.
For nearly 60 years, the art faculty hoped for and discussed the possibility of building a dedicated art museum, according to museum director Rachel Teagle.
Financing
Margrit Mondavi, widow of Napa Valley winemaker Robert Mondavi, made an initial $2 million donation to begin the project. Napa Valley winemaker Jan Shrem, founder of Clos Pegase winery, and his wife Maria Manetti Shrem, donated $10 million of the $30 million budget for building the museum.
Design
The architects were Florian Idenburg and Jing Liu of the firm SO-IL of Brooklyn, who partnered with local architect Bohlin Cywinski Jackson.
Writing in the Los Angeles Times, architecture critic Christopher Hawthorne described the building: "Inside, a lobby with lightly polished concrete floors is lined with a sweeping curve of floor-to-ceiling glass. As you enter, a multipurpose room that can be arranged as an auditorium is off to the left, with classrooms, studios and museum offices straight ahead. To the right are the galleries, which fill rooms of varying sizes and heights and are topped with a ceiling of aluminum mesh, through which mechanical equipment is left visible."
A "focal point" of the design is the Grand Canopy, a structure of swooping curves that surrounds the museum. Described as a "perforated aluminum and steel roof that creates textured light and shadows throughout the grounds", it was inspired by the geometry of the farm fields that surround Davis.
According to acting university chancellor Ralph Hexter, "Students, faculty, staff and the public all will be able to enjoy our rich art legacy and history at UC Davis in a gorgeous and inviting building at the gateway to our campus. Our new museum stresses education first and foremost, with classrooms, a working studio for students and other resources near the entrance where all can see and enjoy for generations to come."
In 2022, the Manetti Shrem Museum was listed as #24 of ARTnews's "The 25 Best Museum Buildings of the Past 100 Years".
Collection
The museum owns nearly 6,000 art objects, including many works by Bruce Nauman, a 1966 MFA graduate of the university. Wayne Thiebaud has donated 72 of his own works and 300 works by other artists to the museum's permanent collection. In addition to his financial support, Jan Shrem has also donated works of art including sculptures from his collection to the museum's collection.
See also
C.N. Gorman Museum, UC Davis on-campus museum dedicated to Native American art
References
External links
Jan Shrem and Maria Manetti Shrem Museum of Art
University of California Television - You See: The Early Years of the UC Davis Studio Art Faculty
Art museums and galleries in California
University of California, Davis campus
Art museums established in 2016
2016 establishments in California
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Ryan Carrassi (born August 1, 1971) is an Italian voice actor, score composer, film producer, screenwriter, song-writer, and journalist. His credits as a screenwriter include Sunset Beach.
Career
Ryan Carrassi, (real name Nicola Carrassi, alternate name Nicola Bartolini Carrassi ), was born in Italy. His family moved to London in 1974. In 1987, at 14, he began his career as a voice actor, in the English language for Tv commercial, in the Italian language for animation Tv Show.
In 1999 moved to Hollywood, California, and changed his name to the more American-sounding Ryan Carrassi. He wrote storylines for the Aaron Spelling TV series Sunset Beach, and for award-winning daytime shows like Days of Our Lives and Passions. In Hollywood, he worked as producer and consultant for television broadcasters and US content producers.
References
External links
Filmografy of Ryan Carrassi on Famousfix
Ryan Carrassi on Stage 32
1971 births
Italian film producers
Italian male voice actors
Italian screenwriters
Living people
Male television composers
Television composers
Italian voice directors
Italian male screenwriters
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Bangiales is an order of red algae in the class Bangiophyceae.
References
Red algae orders
Bangiophyceae
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Papago Army Heliport is a United States Army heliport at Papago Park Military Reservation. It is home to the 2nd Battalion, 285th Aviation Regiment. The airport is east of the central business district of Phoenix, a city in Maricopa County, Arizona, United States. It is northeast of Phoenix Sky Harbor International Airport.
Although most U.S. airports use the same three-letter location identifier for the FAA, IATA, and ICAO, this airport is only assigned P18 by the FAA.
Facilities and aircraft
Papago Army Heliport is at an elevation of above mean sea level. It has one asphalt helipad:
12/30 measuring
References
External links
Arizona Army National Guard at Papago Park
285th Attack Reconnaissance Battalion
Airports in Maricopa County, Arizona
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"One Step Out of Time", written and composed by Paul Davies, Tony Ryan, and Victor Stratton, was the 's entry at the Eurovision Song Contest 1992, performed by Michael Ball.
The song was included on Ball's 1992 self-titled debut album as well as the album Past and Present, which was released on 9 March 2009.
Background
Composition
The song is a mid-tempo ballad, relating the singer's comfort with being "one step out of time" in relation to rejecting the reality around him, instead pining after his former lover. Not accepting that his relationship is over, and spurning the disapproval of his friends, he wishes to put "his love on the line" one more time, imploring his former lover to just let him know what he had done wrong.
Selection process
After the disappointing result Samantha Janus received on behalf of the United Kingdom at , the UK national final, A Song for Europe, was retooled. Reverting to the selection process which decided the entries from 1964 to 1975, a singer was picked internally by the BBC, and the public would vote on which song would go with them to the Eurovision finals. Ball sang eight songs on A Song for Europe 1992, and "One Step Out of Time", performed seventh, emerged as the winner by an overwhelming margin (over 60,000 telephone votes separated the first and second-place finishers).
At Eurovision
At the contest, held in MalmΓΆ, the song was performed sixteenth on the night, after 's Tony Wegas with "Zusammen geh'n", and before 's Linda Martin with "Why Me?". At the end of voting that evening, "One Step Out of Time", the pre-contest favourite, took the second-place slot with 139 points. , , and awarded the UK their 12 points that evening. Despite losing by 16 points to "Why Me?", the UK received more 12 point designations than Ireland (four to three). This would be the third of four second-place finishes the UK had placed between 1988 and 1993.
Charts
Before Eurovision, the song debuted and peaked at No. 20 on the UK Singles Chart, and stayed in the chart for seven weeks.
References
External links
Lyrics from Diggiloo Thrush
1992 singles
Michael Ball songs
Eurovision songs of the United Kingdom
Eurovision songs of 1992
1992 in British music
Polydor Records singles
1992 songs
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A genetic predisposition is a genetic characteristic which influences the possible phenotypic development of an individual organism within a species or population under the influence of environmental conditions. In medicine, genetic susceptibility to a disease refers to a genetic predisposition to a health problem, which may eventually be triggered by particular environmental or lifestyle factors, such as tobacco smoking or diet. Genetic testing is able to identify individuals who are genetically predisposed to certain diseases.
Behavior
Predisposition is the capacity humans are born with to learn things such as language and concept of self. Negative environmental influences may block the predisposition (ability) one has to do some things. Behaviors displayed by animals can be influenced by genetic predispositions. Genetic predisposition towards certain human behaviors is scientifically investigated by attempts to identify patterns of human behavior that seem to be invariant over long periods of time and in very different cultures.
For example, philosopher Daniel Dennett has proposed that humans are genetically predisposed to have a theory of mind because there has been evolutionary selection for the human ability to adopt the intentional stance. The intentional stance is a useful behavioral strategy by which humans assume that others have minds like their own. This assumption allows one to predict the behavior of others based on personal knowledge.
In 1951, Hans Eysenck and Donald Prell published an experiment in which identical (monozygotic) and fraternal (dizygotic) twins, ages 11 and 12, were tested for neuroticism. It is described in detail in an article published in the Journal of Mental Science. in which Eysenck and Prell concluded that, "The factor of neuroticism is not a statistical artifact, but constitutes a biological unit which is inherited as a whole....neurotic Genetic predisposition is to a large extent hereditarily determined."
E. O. Wilson's book on sociobiology and his book Consilience discuss the idea of genetic predisposition of behaviors.
The field of evolutionary psychology explores the idea that certain behaviors have been selected for during the course of evolution.
Genetic discrimination in health insurance in US
In US, the Genetic Information Nondiscrimination Act, which was signed into law by President Bush on May 21, 2008, prohibits discrimination in employment and health insurance based on genetic information.
See also
Human nature
Nature versus nurture
Behavioral genetics
Predispositioning Theory
Psychiatric genetics
Gene-environment correlation
Eugenics
Eggshell skull
MODY
Allergy
Oncogene
Quantitative trait locus
Genetic privacy
References
The results of this survey are discussed here (January 20, 1998).
A summary of U.S.A. executive orders and proposed legislation is compiled by the National Center for Genome Resources.
The Intentional Stance (MIT Press; Reprint edition 1989) ()
External links
Genetic discrimination fact sheet from the National Human Genome Research Institute.
Genetics
Behavioural sciences
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Lady Victoria Frederica Isabella Hervey (; born 6 October 1976) is an English model, socialite, aristocrat, and former "It girl". She is the daughter of the 6th Marquess of Bristol, half-sister of the 7th Marquess, and sister of the 8th Marquess and Lady Isabella Hervey.
Early life
Lady Victoria is the eldest child of the 6th Marquess of Bristol and his third wife, Yvonne Marie Sutton, and was born on her father's 61st birthday, 6 October 1976. She is the elder sister of the incumbent 8th Marquess of Bristol and Lady Isabella Hervey. Her older half-brothers were John Hervey, 7th Marquess of Bristol, and Lord Nicholas Hervey, both of whom are deceased. Leka, Crown Prince of Albania, stood sponsor as one of her godfathers.
For the first two years of her life Hervey lived at Ickworth House, the family seat in Suffolk, before her parents went into tax exile in Monaco. At the time of her father's death in 1985, the family was living in an apartment at 1E Formentor, Avenue Princesse Grace, Monte Carlo, but still employing a butler and a nanny.
She was educated at Benenden School, and spent a gap year in Florence before working at advertising agencies in London.
Career
Early work
After Hervey turned down a place to read French and History of Art at Bristol University, her mother stopped her allowances and she reluctantly became a receptionist for producer Michael Winner.
Modelling and fashion
Hervey became a part-time catwalk model in a career move she hoped would take her into television presenting, but with her statuesque 6-foot height she took to the career full-time, ultimately modelling for Christian Dior. In April 2000, she and friend Jayne Blight opened Knightsbridge fashion boutique Akademi. Frequented by Victoria Beckham, Meg Mathews and Martine McCutcheon, it closed in 2001 with debts estimated at Β£350,000. Hervey was reportedly only Β£20 out of pocket by the business failure but in the year following the closure, Hervey owed a series of personal debts.
In 2012, it was reported that Hervey had taken the position as Events and Society Editor for The Untitled Magazine, a bi-annual magazine about fashion and entertainment.
Film
In December 2003, Hervey secured a small part in the 2004 Colin Hanks film Rx as a waitress in a diner.
Television
In 2001, Hervey made a cameo appearance in BBC sitcom Absolutely Fabulous in the first episode of series four. In October 2004, Hervey appeared on channel Five'sThe Farm. In July 2006, she appeared in the ITV show Love Island. On 18 September 2007, she appeared on ITV's Don't Call Me Stupid programme, where she was asked to learn about the Labour Party Movement with George Galloway. In February 2015, Hervey, an experienced skier, appeared on Channel 4's The Jump where she participated on the condition her dog joined her in Austria.
Literary
In 2016 Hervey's young adult book, Lady in Waiting, was published by Finch. The novel is semi-autobiographical and concerns life at a girl's boarding school.
Personal life
Hervey lives in Los Angeles. She has had relationships with several well-known people, including Prince Andrew and Boyzone member Shane Lynch.
In 2003, Hervey attracted controversy after saying, "It's so bad being homeless in winter. They should go somewhere warm like the Caribbean where they can eat fresh fish all day."
In January 2022 Hervey said in an interview that she felt that Ghislaine Maxwell had used her as "bait", to attract women to Jeffrey Epstein's parties. She later suggested that a photo showing Prince Andrew with Virginia Giuffre had been faked with body doubles.
References
External links
Hello Magazine profile
1976 births
Living people
Socialites from London
People educated at Benenden School
British television personalities
English expatriates in the United States
Daughters of British marquesses
Victoria
English female models
Models from London
Female models from Los Angeles
Lady Victoria Hervey attends the Royal Windsor Cup 2022
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DT-Manie is a set of rules that addresses a problem in the correct spelling of Dutch.
Background
Dutch writers face a problem in determining the correct verb endings. Should they write βdβ, βddβ, βtβ, βttβ or βdtβ? This cannot be made out by the sound of the spoken word; antwoord and antwoordt sound the same, and so do antwoorden and antwoordden. This caused numerous problems in schools and when writing official correspondence, for instance job applications, owing to the bad impression made by failure to apply the correct spelling.
As can be seen in these examples, the endings of these Dutch verbs alter according to the tense, persons, numbers etc., and it was this rule that gave rise to spelling difficulties for children and adults alike as 'd', 'dt', and 't' in final positions are all pronounced as /t/.
ik antwoord (I answer),
jij antwoordt (you answer),
antwoord jij? (answer you = do you answer?),
hij/zij antwoordt (he/she answers),
ik/jij/hij heb/heeft geantwoord (I / you / he have / has answered),
ik/jij/hij antwoordde (I / you / he answered; pronounced as /d/),
antwoord! (answer!),
antwoordt! (answer! said to more than one person - archaic),
antwoorden (to answer; pronounced as /d/),
de beantwoorde vraag (the answered question; pronounced as /d/).
The situation was further complicated in the archaic language:
gij hadt geantwoord (thou hadst answered; gij is now mostly used regionally or in biblical language)
dat hij antwoorde! (that he may answer; the subjunctive is now usually restricted to set idioms)
Solution
A solution was found in the Department of Linguistics at K.U.Leuven, in 1991 by Jeannine Beeken. She developed a minimal set of rules giving the enquirer the opportunity to answer only a few questions to identify the correct ending. As a visualised algorithm, DT-Manie always gives the user the correct answer, as long as all of the yes/no-questions are answered correctly. It gives all the correct spellings for each Dutch verb for all moods, tenses, persons and numbers. It presents a simple solution for the most notorious spelling problem in Dutch, i.e. how to spell verbs ending in /t/, which is also known as the βDT ruleβ.
Media interest
A leaflet called βDT Maniaβ was printed for more than 100,000 Flemish secondary-school pupils. When the spelling algorithm was announced in the 8 oβclock news, however, thousands of people phoned in to obtain one or more copies of the leaflet, resulting in a breakdown of the phone system in the whole city of Leuven. Because the hospitals, fire brigade and police etc. could no longer be reached by phone, a special news edition was broadcast later that evening, asking people to dial two phone numbers only, which had been specially set up for the occasion. During the first week of its appearance, more than half a million copies were posted free of charge.
References
Bibliography
BEEKEN, J. (1990, 1991) DT-Manie: een spellingsalgoritme voor werkwoordsvormen (DT-Manie: a spelling algorithm for forms of verbs), 14/11, Eekhoutcentrum Kortrijk.
BEEKEN, J. & D. SPEELMAN (1995) DT-Manie 1.0 (software), Wolters, Leuven.
DRIESSENS, Koen. (1992) 'Het is beter de regels te kennen dan ze te wijzigen', Het Belang Van Limburg, 8 Mei, p.Β 43.
D, W. (1992) 'Handig vouwblaadje moet dt-fouten uitroeien De theedrinker leest DT-manie', Het Volk/DNG, p.Β 7.
S.(1992) 'DT-Manie', Klasse. No.25 Mei, p.Β 34.
Dutch grammar
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The Fox Ministry may refer to any of multiple responsible governments in New Zealand when William Fox was in leadership:
1856 Fox Ministry
1861β1862 Fox Ministry
1863β1864 WhitakerβFox Ministry
1869β1872 Fox Ministry
1873 Fox Ministry
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Caecum verai is a species of minute sea snail, a marine gastropod mollusk or micromollusk in the family Caecidae.
Description
Distribution
References
Caecidae
Gastropods described in 2003
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Astragalus deanei is a rare species of milkvetch known by the common name Dean's milkvetch, or Deane's milkvetch. It is endemic to southern San Diego County, California, where it grows on the slopes of the Peninsular Ranges between El Cajon and Tecate.
Description
Astragalus deanei is mostly hairless perennial herb growing erect to heights between 30 and 60 centimeters. The leaves are up to 18 centimeters long and are made up of oval-shaped leaflets with prominent midribs. The whole plant can be 1β2Β ft tall.
Dean's milkvetch hosts up to 17 butterflies and moths, some include, the Melissa Blue, the Painted Lady, and other species native to California.
The open inflorescence holds up to 25 whitish flowers, each 1 to 1.5 centimeters long.
The fruit is an inflated legume pod 1.5 to 3 centimeters long which dries to a thin, papery texture. Its single chamber contains many seeds.
Its bloom period is from FebruaryβMay. It has major toxicity.
References
External links
Jepson Manual Treatment β Astragalus deanei
The Nature Conservancy
USDA Plants Profile
Sierra Club Profile (c.1994)
Astragalus deanei β U.C. Photo gallery
deanei
Endemic flora of California
Natural history of the California chaparral and woodlands
Natural history of the Peninsular Ranges
Natural history of San Diego County, California
|
Dicentrarchus is a genus of ray-finned fishes belonging to the family Moronidae, the temperate basses. The two species in this genus are found in the eastern Atlantic Ocean and the Mediterranean Sea. The species in this genus are economically important food fishes.
Classification
Dicentrarchus was first proposed as a monospecific genus in 1860 by the American ichthyologist Theodore Gill with Perca elongata, which had been described in 1817 by Γtienne Geoffroy Saint-Hilaire from the Mediterranean Sea of Egypt, designated as its type species. The genus is one of two in the family Moronidae which belongs to the order Moroniformes.
Etymology
Dicentrarchus is a combination of di, βtwoβ, with kentron, βthornβ or βspineβ, and archos, βanusβ. This is an allusion to the two anal fin spines Gill thought the European seabass had. In fact, both species have three spines in their anal fins and Gill admitted he did not actually examine a specimen.
Species
Dicentrarchus currently has two species classified within it:
Characteristics
Dicentrarchus seabasses have a finely serrated rear margin to the preoperculum with the lower edge having robust, forward pointing denticles. There are two flat sines on the operculum. They have two separated dorsal fins and their caudal fin is moderately forked. The largest of these fishes is the European seabass which has a maximum published total length of .
Distribution, habitat and biology
Dicentrarchus seabasses are coastal fishes found in the eastern Atlantic, from Norway south to Senegal, and the Mediterranean. These fishes are euryhaline and eurythermal. They are sociable when young. Their eggs and larvae are pelagic. These fishes are predatory, preying on crustaceans and other fishes.
Utilisation
Dicentrarchus seabasses have a very palatable flesh and are economically important.
References
Moronidae
|
The 2021 Westchester County Executive election was held on November 2, 2021. The election was between incumbent county executive George Latimer and former advisor to former county executive Rob Astorino Christine Sculti. The elections were held on the same day as elections for county legislature. Latimer defeated Sculti by a comfortable margin.
General election
Notes
References
2021 New York (state) elections
|
Eslamabad Rural District () is in the Central District of Zarand County, Kerman province, Iran. It is administered from the city of Reyhan Shahr.
At the National Census of 2006, its population was 830 in 210 households. There were 837 inhabitants in 266 households at the following census of 2011. At the most recent census of 2016, the population of the rural district was 1,136 in 357 households. The largest of its 26 villages was Dahuiyeh, with 1,060 people.
References
Zarand County
Rural Districts of Kerman Province
Populated places in Kerman Province
Populated places in Zarand County
|
The Hall, at times known as Kingston House and The Duke's House, is a Grade I listed Jacobean mansion in Bradford-on-Avon, Wiltshire, England.
History
The Hall was built around 1610 for John Hall, a wealthy mill owner, and is at the east end of the town. The Hall family of Bradford can be traced back to at least the 13th century, under the name of "De AulΓ’" or "De la Sale" (salle being french for hall). John Hall's grandson, also named John Hall, had no legitimate children and left his estate to his great-niece Rachel Baynton. She later married William Pierrepont, who became Duke of Kingston-upon-Hull, giving the house its alternate names. After the second Duke died without issue, the house was sold to Thomas Divett, in 1802, who established a woollen mill, and sublet the house, which fell into disrepair. In 1848, the house was sold to Stephen Moulton, who undertook major restorations. During the restoration, many old documents were discovered, which were catalogued by Canon J.E.Jackson.
Architecture
The Hall, in particular the south front, is notable for having "more glass than wall". Not all contemporaries approved of the style. Francis Bacon in On Building refers to "fair houses so full of glass that one cannot tell where to become to be out of the sun or cold". The architect is not known. Similarities of style to Longleat, not far away and built about 30 years earlier, have led to suggestions that Robert Smythson may have been involved in the design.
The building sits high on a terrace. The south front has three projecting bays of two stories, with gables above. The outer two bays are wider than the central one, and have semi-circular projections. Open rings above the bays form a kind of balustrade. The terrace has a balustrade with a central staircase, leading to the main doorway of the house, which has a round arch, flanking Tuscan columns, and scroll-work above. Inside, the ceilings are high, and there are a number of Jacobean chimney-pieces and moulded plaster ceilings.
Gardens
The house stands in grounds of some , which were landscaped in the mid-19th century and recorded at Grade II on the National Register of Historic Parks and Gardens in 1987. John Moulton, the younger son of Stephen Moulton who inherited the estate in 1894, carried out extensive improvements and added many plants and trees. Further improvements were made from the 1960s by John's grandson Alex Moulton, who used the north-east corner of the site for his Moulton bicycle works.
The landscaping is in several sections. Just east of the house, a square lawn is surrounded by a clipped yew hedge. To the west, a path across another lawn leads to a small stone temple, probably 19th-century, having a triangular pediment supported by two Doric columns. South of the house is a large Grade II* listed balustraded terrace with 18th-century stonework, added to in the 19th century. In the far south is an octagonal building in rubble stone, from the late 18th century or early 19th; originally a dovecote, it was later an entrance lodge and is now a dwelling. The eastern parts of the grounds are informal pleasure gardens, with stables (created from a barn by Harold Brakspear in 1901β02) and a paddock; here is another small temple, probably from the 18th century, with four Tuscan columns.
Gallery
Assessment
The Hall has been highly regarded from its early days to the present. John Aubrey (1670) described it as "the best built house for the quality of a gentleman in Wiltshire". W. J. Loftie in 1893 called it the most perfect of the smaller houses in the "second Elizabethan" style. The house was selected as the model for the pavilion which was built for the 1900 Exhibition in Paris.
The house was designated as Grade I listed in 1954. Pevsner and Cherry (1975) refer to it as of national importance.
Present day
After the death in 2012 of Alex Moulton, great-grandson of Stephen Moulton, under the terms of his will the house β along with investments, land, outbuildings and cottages β was gifted to a charitable trust. In 2020 the trust was reorganised as a charitable incorporated organisation, the Alex Moulton Charitable Trust, which continues to preserve and maintain the Hall and its collections, and promote engineering and design. The trust runs occasional tours of the building and holds events in the grounds.
References
External links
The Alex Moulton Charitable Trust
The Hall, Bradford on Avon at freshford.com
Country houses in Wiltshire
Grade I listed buildings in Wiltshire
Buildings and structures completed in the 1600s
Bradford-on-Avon
|
Nuestra Belleza Chiapas 2012 was held in Tuxtla GutiΓ©rrez, Chiapas, on July 26, 2012. At the conclusion of the final night of competition, Karla Franyutti of Las Rosas was crowned the winner by outgoing Nuestra Belleza Chiapas titleholder Krystell Padilla. Six contestants competed for the crown.
Results
Placements
Background music
Trovarocker
Juan Solo
Contestants
Notes
These contestants withdrew from the contest for unknown reasons:
References
External links
Nuestra Belleza MΓ©xico
|
```javascript
Async File Write in Node.js
Node Inspector
Wrapping errors in Node.js using _node-verror_
Factories design pattern
Avoid command injection
```
|
Darrell Wayne Rasner, Jr. (born January 13, 1981) is an American former professional baseball pitcher. He played in Major League Baseball (MLB) for the Washington Nationals and New York Yankees and in Nippon Professional Baseball (NPB) for the Tohoku Rakuten Golden Eagles.
Career
Amateur career
Rasner attended the University of Nevada, Reno, where he played college baseball for the Nevada Wolf Pack. He earned Freshman All-American honors in 2000, with a record of 14-2, 3.52 ERA in 18 appearances. When drafted, he held records for most wins (28) and strikeouts (302) by a Nevada pitcher. He was a health ecology major. Rasner was selected by the Montreal Expos with the 5th pick in the second round (46th overall) of the 2002 Major League Baseball Draft.
Rasner also has a cousin, Jacob Rasner, who played professional baseball. Jacob was drafted in the 2005 Major League Baseball Draft and played for the AA Birmingham Barons, an affiliate of the Chicago White Sox.
Professional career
Major League Baseball
Rasner began his major league career with the Washington Nationals, pitching in a few games late in the season. He was claimed off waivers by the New York Yankees on February 11, 2006.
Rasner recorded his first major league win on September 3, , in a game he started for the Yankees against the Minnesota Twins. Rasner went six innings, allowing four hits, one earned run, two strikeouts and no walks in a 10-1 victory.
On May 19, , in a start against the New York Mets, Rasner was struck on the right hand by a ball hit by Endy ChΓ‘vez, a former teammate with the Nationals. He fractured his right index finger and did not pitch in the major leagues again that season, though he pitched at several levels of the minor leagues on rehab assignments.
Rasner was not offered a new contract by the Yankees and became a free agent on December 12, 2007, but was re-signed a few days later on December 18 to a minor league deal.
On May 4, , Rasner was recalled by the Yankees, and made his season debut against the Seattle Mariners. Rasner worked six innings, allowing only two runs and stayed in the Yankee rotation until September, when he was replaced by Alfredo Aceves.
Nippon Professional Baseball
On November 15, 2008, the Yankees sold Rasner to the Tohoku Rakuten Golden Eagles for $1 million. Rasner signed a two-year deal with the Golden Eagles. He played with the Golden Eagles for five years (2009-2013), the last three as a closer and setup man. He won the Japanese series championship as a member of the Rakuten Golden Eagles with former Yankees Andruw Jones, Casey McGehee and future Yankee Masahiro Tanaka who would sign with the New York Yankees in the 2013 offseason. After finishing his playing career, he would become an international scout for the Eagles.
References
External links
1981 births
Living people
Baseball players from Nevada
Major League Baseball pitchers
Vermont Expos players
Savannah Sand Gnats players
Brevard County Manatees players
Harrisburg Senators players
Gulf Coast Yankees players
Tampa Yankees players
Columbus Clippers players
Staten Island Yankees players
Scranton/Wilkes-Barre Yankees players
Washington Nationals players
New York Yankees players
American expatriate baseball players in Japan
Nippon Professional Baseball pitchers
Tohoku Rakuten Golden Eagles players
Politicians from Carson City, Nevada
Nevada Wolf Pack baseball players
|
The Sex Monster is a 1999 American comedy film written and directed by Mike Binder, produced by Jack Binder and Scott Stephens, and starring Mariel Hemingway and Mike Binder.
Plot
Martin "Marty" Barnes, a businessman (director-writer Mike Binder) who works as a building contractor in Los Angeles, tries to improve his sex life with his wife Laura (Mariel Hemingway) by encouraging her to have a threesome involving another woman. Though Marty is fortunate enough to find that Laura likes the idea, he is not prepared for her coming to prefer women to men, and seducing other women including Marty's own secretary.
Cast
Mike Binder as Marty Barnes
Mariel Hemingway as Laura Barnes
RenΓ©e Humphrey as Didi
Taylor Nicholas as Billy
Missy Crider as Diva
Christopher Lawford as Dave Pembroke
Joanna Heimbold as Evie Pembroke
Kevin Pollak as Dr. Jerry Berman
Stephen Baldwin as Murphy
Anita Barone as Carol
Kara Zediker as Ellen
Marisol Nichols as Lucia
Hollland Taylor as Muriel
Noah Stone as Danny
External links
1999 comedy films
1999 LGBT-related films
1999 films
American LGBT-related films
Female bisexuality in film
Films directed by Mike Binder
Lesbian-related films
Trimark Pictures films
LGBT-related comedy films
1990s English-language films
1990s American films
English-language comedy films
|
This is a list of tennis players who have represented the Sweden Fed Cup team in an official Fed Cup match. Sweden have taken part in the competition since 1964.
Players
References
External links
Svenska TennisfΓΆrbundet
Fed Cup
Lists of Billie Jean King Cup tennis players
|
The Africa Scout Region is the divisional office of the World Scout Bureau of the World Organization of the Scout Movement, headquartered in Nairobi, Kenya, with satellite offices in Cape Town, South Africa, and Dakar, Senegal. The Africa Region services Scouting in Sub-Saharan Africa and neighboring islands that are recognized members of the World Organization of the Scout Movement (WOSM). Currently, the region has 39 member National Scout Associations/Organizations and 11 potential members. There are about one million registered Scouts in Africa, though it is suspected that there are about twice that number in the region. The large nations of Mali, Guinea-Bissau and the Central African Republic, and several smaller nations, are not yet WOSM members, for various reasons.
This region is the counterpart of the Africa Region of the World Association of Girl Guides and Girl Scouts (WAGGGS).
History
On 13 March 1963, Scout leaders from around the region met for the first time in Lagos, Nigeria to discuss the organization of the Africa Scout Region. At the 62nd ordinary session of the Council of Ministers of the Organization of African Unity meeting in Addis Ababa, Ethiopia on 21-23 June 1995, declared 13 March the Africa Scout Day.
Africa Network Scout Fellowship
The Africa Network Scout Fellowship is a forum where members of the United Kingdom Scout Association with a specific interest in Africa can share knowledge, ideas and experiences. It promotes the expansion of international Scouting, with a particular focus on building friendships in the countries of sub-Saharan Africa. Collectively the Africa Network Scout Fellowship members have experience in Angola, Botswana, Cameroon, Gambia, Ghana, Kenya, Malawi, Namibia, Nigeria, Seychelles, Sierra Leone, South Africa, Tanzania, Uganda, Zambia and Zimbabwe.
The Africa Network Scout Fellowship assists all sections of the Scout Movement, in a variety of activities-whitewater rafting, community initiatives, mountaineering, construction projects and safari adventures.
The Africa Network Scout Fellowship actively promotes expeditions to all parts of sub-Saharan Africa, and help on all aspects of an expedition, from initial planning, to British training camps, to the actual expedition itself. Africa Network Scout Fellowship meetings are held at varying locations throughout the United Kingdom.
All-Africa Region Scout Jamborees
The Region has run or sponsored region-wide jamborees in its member countries. Past Jamborees include:
1st All-Africa Jamboree- Shere Hills, Jos Nigeria-1976
2nd All-Africa Jamboree- Kaazi, Uganda-1989
3rd All-Africa Jamboree- Ghana-1994
4th All-Africa Jamboree- Rowallan Scout Camp and Jamhuri Park in Nairobi, Kenya - August 9 to 19, 2000
5th All-Africa Jamboree- Catembe, Mozambique-July 21 to 31, 2006
6th Africa Scout Jamboree 2012- Bungere, Burundi-July 28 to August 5, 2012
The 1st "Africa Rover Moot", hosted by the Kenya Scouts Association, is scheduled to take place in April 2023.
See also
Frederick Russell Burnham
Rubina Marivonne Haroon
Kinuthia Murugu
References
External links
Africa Network Scout Fellowship
Africa Jamboree to be held in Mozambique
!Africa
|
Eric and Ernie is a 2011 British television drama film based on the early career of the British comic double-act Morecambe and Wise. The film was produced by BBC Wales, completed in 2010, and premiered on BBC Two on 1 January 2011. It was watched by 6.65 million viewers. Since then, it has been repeated several times on Gold.
Plotline
Several years before World War II, Ernie Wiseman, a precocious and confident child performer, is signed up by influential impresario Jack Hylton. In Morecambe, pushy stage mother Sadie Bartholomew drags her slightly reluctant son Eric, an eccentric dancer, from one audition to the next until he too is employed by Hylton. At first glance the boys do not initially get on but Sadie sees a way to use their cross-talk to form a bantering double act, originally known as Bartholomew and Wise. But as time goes on, Sadie comes to the conclusion that their name is stopping them from getting noticed, so after reading the local newspaper, The Morecambe Visitor, she suggests that they should change their name to Morecambe and Wise.
After war service they become successful on stage and on radio but their attempt to crack the new medium of television is a disaster because they have been forced to accept a script which will make their Northernness acceptable to Southern viewers. As a result, the duo go their own ways and split up. However, Sadie knows that their formula will work and pushes Eric, now married to dancer Joan, into contacting Ernie, who is married to dancer Doreen. They decide to reform, and to completely rewrite their own act that would become one of the most successful performing duos ever in British comedy.
Cast
In credits order:
Victoria Wood as Sadie Bartholomew, Eric's mother
Daniel Rigby as Eric Morecambe
Bryan Dick as Ernie Wise
Jim Moir as George Bartholomew, Eric's father
Reece Shearsmith as Harry Wiseman, Ernie's father
Emer Kenny as Joan Bartlett, Eric's wife
Hannah Steele as Doreen Blythe, Ernie's wife
Josh Benson as Little Ernie
Thomas Atkinson as Little Eric
Thomas Aldersley as Club MC
Ted Robbins as Jack Hylton
Jonah Lees as Young Eric
Harry McEntire as Young Ernie
Ria Jones as Boarding House Landlady
Pam Shaw as Lily
EsmΓ© Bianco as Naked Showgirl
Andrew Greenough as Gordon Noval, Eric and Ernie's manager
Marcus Taylor as Stage Door Keeper #1
Lee Oakes as Stage Door Keeper #2
Fine Time Fontayne as Stage Door Keeper #3
Robert Willox as Doug, Glasgow Empire stage door keeper
Ian Ross-Henderson as Glasgow Empire Heckler
Julian Wadham as Ronnie Waldman
Alex Price as Nigel, BBC writer
Stephen Aintree as Vernon Arnold
Martin Walsh as Fishmonger
Angela Curran as Edna, Sadie's friend
Peter Gunn as Billy Crackers, warm-up comedian
Carolynne Good as Girl from Vasaria, in TV sketch
Clara Darcy as Theatre Usherette
Nicky P. Smalley as audience members
Filming locations
Amongst the locations used for filming include:-
Stockport Plaza and New Mills Art Theatre for the various theatre interior shots
O2 Apollo Manchester as Shepherd's Bush Empire for the filming of their first TV series Running Wild (1954 TV series)
Stockport for the various outdoor shots
Stockport Air Raid Shelters
Morecambe
Morecambe Winter Gardens where Ernie performed his solo tap dance routines
East Lancashire Railway
Victoria Baths
Freemasons Hall Manchester
Awards
Daniel Rigby won the BAFTA TV Award for Best Actor at the 2011 BAFTAs for his performance as Eric Morecambe.
References
External links
TV review: Eric and Ernie on The Guardian
TV review: Eric and Ernie on The Independent
2011 television films
2011 films
2011 biographical drama films
2010s British films
2010s English-language films
BBC television dramas
British biographical drama films
British drama television films
Biographical films about entertainers
Biographical television films
Cultural depictions of British people
Cultural depictions of comedians
Films directed by Jonny Campbell
Films scored by Ilan Eshkeri
Films set in 1938
Films set in 1940
Films set in 1941
Films set in 1942
Films set in 1943
Films set in 1946
Films set in 1954
Films set in Glasgow
Films set in Lancashire
Films set in London
Films set in Manchester
Films shot in Greater Manchester
Morecambe and Wise
|
Guye Adola Idemo (born 20 October 1990) is an Ethiopian long-distance runner who specialises in the half marathon.
Born in Adola in Ethiopia's Oromiya Region, he began training with Gianni Demadonna's group and came to prominence in 2014. His first high level race was the Marrakech Half Marathon in January that year, which he won in a best of 61:26 minutes. He then placed fourth at the Ethiopian half marathon championships.
His international debut shortly followed and he was Ethiopia's best performer at the 2014 IAAF World Half Marathon Championships, taking the individual bronze medal in a personal best of 59:21 minutes to lead the Ethiopian men to third in the team competition. Following his first major medals, he ran on the circuit and took third at the Giro Media Blenio in Switzerland and the Luanda Half Marathon in Angola. He won the 2014 Delhi Half Marathon in New Delhi with his personal best of 59:06.
In his marathon debut in the 2017 Berlin Marathon he challenged Eliud Kipchoge and came second with a finishing time of 2:03:46, the fastest marathon-debut ever.
In 2020, he competed in the men's race at the 2020 World Athletics Half Marathon Championships held in Gdynia, Poland.
In 2021, he won the men's race at the 2021 Berlin Marathon.
References
External links
Living people
1990 births
Ethiopian male long-distance runners
Sportspeople from Oromia Region
Athletes (track and field) at the 2019 African Games
African Games competitors for Ethiopia
Berlin Marathon male winners
21st-century Ethiopian people
|
Bleary (likely ) is a small village and townland in County Down, Northern Ireland. It is near the County Armagh border and the settlements of Craigavon, Lurgan and Portadown. In the 2011 Census its population was counted as part of Craigavon. It lies within the Armagh City, Banbridge and Craigavon area.
History
The Troubles
18 June 1972 - Three British soldiers (Arthur McMillan (aged 37), Ian Mutch (aged 31) and Colin Leslie (aged 26)) were killed in an IRA booby-trap bomb attack. The bomb had been left in a derelict house in Bleary.
27 April 1975 - Loyalists shot dead three people in Bleary Darts Club. See Bleary Darts Club shooting
28 October 1993 - The UVF shot dead two Catholic brothers (Gerrard Cairns, 22, and Rory Cairns, 18) at their home in front of their eleven-year-old sister in Bleary, County Down.
Education
Bleary Primary School
Demography
2011 Census
On Census day (27 March 2011) there were 1,009 people living in Bleary.
51.5% belong to or were brought up in a 'Protestant and Other Christian (including Christian related)' religion and 40.6% belong to or were brought up in the Catholic religion.
53.6% indicated that they had a British national identity, 20.4% had an Irish national identity, and 32.4% had a Northern Irish national identity.
There were 4,081 people living in the Bleary ward.
73.1% belong to or were brought up in a 'Protestant and Other Christian (including Christian related)' religion and 19.9% belong to or were brought up in the Catholic religion.
70.65% indicated that they had a British national identity, 11.43% had an Irish national identity, and 27.17% had a Northern Irish national identity.
References
See also
List of towns and villages in Northern Ireland
Villages in County Down
Townlands of County Down
Civil parish of Tullylish
|
Daviot (Gaelic: Deimhidh) is a village in Aberdeenshire, 4 miles from the busy town of Inverurie. It is the birthplace of theologian William Robinson Clark.
Daviot has one of the best examples of Neolithic stone circles in the north east of Scotland, Loanhead of Daviot stone circle, which comprises 10 stones plus one recumbent stone. Other interesting features are the House of Daviot, a disused old people's home recently bought and refurbished privately, a Schlumberger explosives facility (on a nearby hill), and the first GM crop field in Scotland.
In Daviot there is also a pub (The Smiddy Bar).
See also
Mounie Castle
External links
Daviot website
Villages in Aberdeenshire
Neolithic Scotland
Stone circles in Aberdeenshire
|
Carl Newton is an American politician serving as a member of the Oklahoma House of Representatives from the 58th district. He assumed office in 2016. In 2020, he was re-elected by default.
References
21st-century American politicians
Living people
Republican Party members of the Oklahoma House of Representatives
Year of birth missing (living people)
|
```objective-c
//
// MacSVGPluginCallbacks.m
// macSVG
//
// Created by Douglas Ward on 3/8/12.
//
#import "MacSVGPluginCallbacks.h"
#import "MacSVGDocument.h"
#import "MacSVGDocumentWindowController.h"
#import "SVGWebKitController.h"
#import "SVGWebView.h"
#import "SVGPathEditor.h"
#import "DOMMouseEventsController.h"
#import "SVGXMLDOMSelectionManager.h"
#pragma clang diagnostic push
#pragma clang diagnostic ignored "-Wdeprecated-declarations"
@implementation MacSVGPluginCallbacks
- (id)svgXmlDocument
{
// returns NSXMLDocument
id result = [self.macSVGDocument svgXmlDocument];
return result;
}
- (id)macSVGDocumentWindowController
{
// returns MacSVGDocumentWindowController
id result = [self.macSVGDocument macSVGDocumentWindowController];
return result;
}
- (id)svgWebKitController
{
// returns SVGWebKitController
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id result = [macSVGDocumentWindowController svgWebKitController];
return result;
}
- (void)setToolMode:(NSInteger)newToolMode
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
[macSVGDocumentWindowController setToolMode:newToolMode];
}
- (NSInteger)currentToolMode
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
return [macSVGDocumentWindowController currentToolMode];
}
- (void)beginPluginEditorToolMode
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
[macSVGDocumentWindowController beginPluginEditorToolMode];
}
- (void)reloadAllViews
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
[macSVGDocumentWindowController reloadAllViews];
}
- (void)updateSelections
{
// redraw selection rectangles and handles
[self.macSVGDocument updateSelections];
}
- (void)selectXMLElement:(NSXMLElement *)aXMLElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
[macSVGDocumentWindowController selectXMLElement:aXMLElement];
}
- (float)zoomFactor
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id svgWebView = [svgWebKitController svgWebView];
float zoomFactor = [svgWebView zoomFactor];
return zoomFactor;
}
- (NSPoint)scaleForDOMElementHandles:(DOMElement *)aDOMElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
NSPoint scalePoint = [svgWebKitController scaleForDOMElementHandles:aDOMElement];
return scalePoint;
}
- (float)maxScaleForDOMElementHandles:(DOMElement *)aDOMElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
float scaleFactor = [svgWebKitController maxScaleForDOMElementHandles:aDOMElement];
return scaleFactor;
}
- (void)addPluginSelectionHandleWithDOMElement:(DOMElement *)aDomElement
handlesGroup:(DOMElement *)newSelectionHandlesGroup
x:(float)x y:(float)y handleName:(NSString *)handleName
pluginName:(NSString *)pluginName
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domSelectionControlsManager = [svgWebKitController domSelectionControlsManager];
[domSelectionControlsManager addPluginSelectionHandleWithDOMElement:aDomElement
handlesGroup:newSelectionHandlesGroup
x:x y:y handleName:handleName pluginName:pluginName];
}
//@interface SVGWebKitController
- (id)svgWebView
{
// returns SVGWebView
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id svgWebView = [svgWebKitController svgWebView];
return svgWebView;
}
- (NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id pathSegmentsArray = [svgWebKitController pathSegmentsArray];
return pathSegmentsArray;
}
- (void)buildPathSegmentsArray:(NSXMLElement *)pathElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
[svgWebKitController buildPathSegmentsArray:pathElement];
}
- (NSMutableArray *)buildPathSegmentsArrayWithPathString:(NSString *)pathString
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id pathSegmentsArray = [svgWebKitController buildPathSegmentsArrayWithPathString:pathString];
return pathSegmentsArray;
}
- (void)setPathSegmentsArray:(NSMutableArray *)pathSegmentsArray;
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
[svgWebKitController setPathSegmentsArray:pathSegmentsArray];
}
- (void)updatePathSegmentsAbsoluteValues:(NSMutableArray *)aPathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
[svgWebKitController updatePathSegmentsAbsoluteValues:aPathSegmentsArray];
}
- (NSPoint)endPointForSegmentIndex:(NSInteger)segmentIndex
pathSegmentsArray:(NSArray *)aPathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
return [svgWebKitController endPointForSegmentIndex:segmentIndex pathSegmentsArray:aPathSegmentsArray];
}
- (void)setActiveXMLElement:(NSXMLElement *)aXMLElement;
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgXMLDOMSelectionManager = [macSVGDocumentWindowController svgXMLDOMSelectionManager];
[svgXMLDOMSelectionManager setActiveXMLElement:aXMLElement];
}
- (void)updateActivePathInDOM:(BOOL)updatePathLength
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
[svgWebKitController updateActivePathInDOM:updatePathLength];
}
- (void)updateSelectedPathInDOM:(BOOL)updatePathLength
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
[svgWebKitController updateSelectedPathInDOM:updatePathLength];
}
- (void)updateDOMSelectionRectsAndHandles
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domSelectionControlsManager = [svgWebKitController domSelectionControlsManager];
[domSelectionControlsManager updateDOMSelectionRectsAndHandles];
}
- (void)updatePathInDOMForElement:(DOMElement *)pathElement pathSegmentsArray:(NSArray *)aPathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
[svgWebKitController updatePathInDOMForElement:pathElement pathSegmentsArray:aPathSegmentsArray];
}
- (id)svgPathEditorSelectedPathElement
{
// returns NSXMLElement
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id svgPathEditorSelectedPathElement = [svgWebKitController svgPathEditorSelectedPathElement];
return svgPathEditorSelectedPathElement;
}
- (void)svgPathEditorSetSelectedPathElement:(NSXMLElement *)aSelectedPathElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
[svgWebKitController svgPathEditorSetSelectedPathElement:aSelectedPathElement];
}
- (id)mouseEventsControllerActiveDOMElement
{
// returns DOMElement
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgXMLDOMSelectionManager = [macSVGDocumentWindowController svgXMLDOMSelectionManager];
id activeDOMElement = [svgXMLDOMSelectionManager activeDOMElement];
return activeDOMElement;
}
// Path creation controls
- (NSString *) selectedPathMode
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
return [macSVGDocumentWindowController selectedPathMode];
}
- (void) setSelectedPathMode:(NSString *)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
[macSVGDocumentWindowController setSelectedPathMode:newValue];
}
-(void) assignElementIDIfUnassigned:(NSXMLNode *)aNode
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
[macSVGDocumentWindowController assignElementIDIfUnassigned:aNode];
}
- (NSString *)uniqueIDForElementTagName:(NSString *)elementTagName pendingIDs:(NSArray *)pendingIDs
{
//id macSVGDocumentWindowController = [macSVGDocument macSVGDocumentWindowController];
//return [macSVGDocumentWindowController uniqueIDForElementTagName:elementTagName pendingIDs:pendingIDs];
return [self.macSVGDocument uniqueIDForElementTagName:elementTagName pendingIDs:pendingIDs];
}
- (NSString *)newMacsvgid
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
return [macSVGDocumentWindowController newMacsvgid];
}
/*
- (void)pushUndoRedoElementAttributes:(NSXMLElement *)aElement
{
//[macSVGDocument pushUndoRedoElementAttributes:aElement];
[macSVGDocument pushUndoRedoDocumentChanges];
}
- (void)pushUndoRedoDeleteElement:(NSXMLElement *)aElement
{
[macSVGDocument pushUndoRedoDeleteElement:aElement];
}
- (void)pushUndoRedoCreateElement:(NSXMLElement *)aElement
{
[macSVGDocument pushUndoRedoCreateElement:aElement];
}
*/
- (void)pushUndoRedoDocumentChanges
{
[self.macSVGDocument pushUndoRedoDocumentChanges];
}
- (BOOL) useRelativePathCoordinates
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor useRelativePathCoordinates];
}
- (void) setUseRelativePathCoordinates:(BOOL)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor setUseRelativePathCoordinates:newValue];
}
- (BOOL) closePathAutomatically
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor closePathAutomatically];
}
- (void) setClosePathAutomatically:(BOOL)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor setClosePathAutomatically:newValue];
}
- (BOOL) curveSegmentContinuity
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor curveSegmentContinuity];
}
- (void) setCurveSegmentContinuity:(BOOL)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor setCurveSegmentContinuity:newValue];
}
// Elliptical arc parameters
- (NSString *)largeArcFlagString
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor largeArcFlagString];
}
- (void)setLargeArcFlagString:(NSString *)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor setLargeArcFlagString:newValue];
}
- (NSString *)sweepFlagString
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor sweepFlagString];
}
- (void)setSweepFlagString:(NSString *)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor setSweepFlagString:newValue];
}
- (NSString *)xAxisRotationString
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor xAxisRotationString];
}
- (void)setXAxisRotationString:(NSString *)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor setXAxisRotationString:newValue];
}
- (NSString *)pathRadiusXString
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor pathRadiusXString];
}
- (void)setPathRadiusXString:(NSString *)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor setPathRadiusXString:newValue];
}
- (NSString *)pathRadiusYString
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
return [svgPathEditor pathRadiusYString];
}
- (void)setPathRadiusYString:(NSString *)newValue
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor setPathRadiusYString:newValue];
}
- (void)restartLastPathSegment
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
id svgPathEditor = [domMouseEventsController svgPathEditor];
[svgPathEditor restartLastPathSegment];
}
- (NSMutableDictionary *)imageDictionary
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
NSMutableDictionary * imageDictionary = [macSVGDocumentWindowController imageDictionary];
return imageDictionary;
}
- (void)setImageDictionary:(NSMutableDictionary *)newImageDictionary
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
[macSVGDocumentWindowController setImageDictionary:newImageDictionary];
}
- (NSString *)addCSSStyleName:(NSString *)styleName styleValue:(NSString *)styleValue toXMLElement:(NSXMLElement *)targetElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
return [macSVGDocumentWindowController addCSSStyleName:styleName styleValue:styleValue toXMLElement:targetElement];
}
- (NSString *)addCSSStyleName:(NSString *)styleName styleValue:(NSString *)styleValue toDOMElement:(DOMElement *)targetElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
return [macSVGDocumentWindowController addCSSStyleName:styleName styleValue:styleValue toDOMElement:targetElement];
}
- (NSMutableArray *)convertToAbsoluteCoordinates:(NSXMLElement *)pathElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions convertToAbsoluteCoordinates:pathElement];
}
- (NSMutableArray *)convertCurvesToAbsoluteCubicBezier:(NSXMLElement *)pathElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions convertCurvesToAbsoluteCubicBezier:pathElement];
}
- (NSMutableArray *)convertCurvesToAbsoluteCubicBezierWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions convertCurvesToAbsoluteCubicBezierWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)convertPathToAbsoluteCubicBezier:(NSXMLElement *)pathElement
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions convertPathToAbsoluteCubicBezier:pathElement];
}
- (NSMutableArray *)convertPathToAbsoluteCubicBezierWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions convertPathToAbsoluteCubicBezierWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)reversePathWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions reversePathWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)mirrorPathHorizontallyWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions mirrorPathHorizontallyWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)mirrorPathVerticallyWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions mirrorPathVerticallyWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)flipPathHorizontallyWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions flipPathHorizontallyWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)flipPathVerticallyWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions flipPathVerticallyWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)translatePathCoordinatesWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray x:(float)translateX y:(float)translateY
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions translatePathCoordinatesWithPathSegmentsArray:pathSegmentsArray x:translateX y:translateY];
}
- (NSMutableArray *)scalePathCoordinatesWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray scaleX:(float)scaleX scaleY:(float)scaleY
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions scalePathCoordinatesWithPathSegmentsArray:pathSegmentsArray scaleX:scaleX scaleY:scaleY];
}
- (NSMutableArray *)rotatePathCoordinatesWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray x:(float)rotateX y:(float)rotateY degrees:(float)degrees
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions rotatePathCoordinatesWithPathSegmentsArray:pathSegmentsArray x:rotateX y:rotateY degrees:degrees];
}
- (NSMutableArray *)closePathWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions closePathWithPathSegmentsArray:pathSegmentsArray];
}
- (NSMutableArray *)rotateSegmentsWithPathSegmentsArray:(NSMutableArray *)pathSegmentsArray offset:(NSInteger)offset
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions rotateSegmentsWithPathSegmentsArray:pathSegmentsArray offset:offset];
}
- (NSDictionary *) convertArcToEndPointWithRotation:(float)rotation angleStart:(float)angleStart angleExtent:(float)angleExtent
cx:(float)cx cy:(float)cy rx:(float)rx ry:(float)ry
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions convertArcToEndPointWithRotation:rotation angleStart:angleStart angleExtent:angleExtent
cx:cx cy:cy rx:rx ry:ry];
}
- (NSDictionary *) convertArcToCenterPointWithStart:(CGPoint)start end:(CGPoint)end rx:(float)rx ry:(float)ry
rotation:(float)rotation isLarge:(BOOL)isLarge isCounterClockwise:(BOOL)isCounterClockwise
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id pathFunctions = [macSVGDocumentWindowController pathFunctions];
return [pathFunctions convertArcToCenterPointWithStart:start end:end rx:rx ry:ry
rotation:rotation isLarge:isLarge isCounterClockwise:isCounterClockwise];
}
- (NSMutableArray *)selectedElementsArray
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
return [macSVGDocumentWindowController selectedElementsArray];
}
- (NSXMLElement *)xmlElementForMacsvgid:(NSString *)macsvgid
{
id result = [self.macSVGDocument xmlElementForMacsvgid:macsvgid];
return result;
}
- (DOMElement *)domElementForMacsvgid:(NSString *)macsvgid
{
id result = [self.macSVGDocument domElementForMacsvgid:macsvgid];
return result;
}
- (NSPoint) currentMouseClientPoint
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
NSPoint currentMouseClientPoint = [domMouseEventsController currentMouseClientPoint];
return currentMouseClientPoint;
}
- (NSPoint) currentMousePagePoint
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
NSPoint currentMousePagePoint = [domMouseEventsController currentMousePagePoint];
return currentMousePagePoint;
}
- (NSPoint) currentMouseScreenPoint
{
id macSVGDocumentWindowController = [self.macSVGDocument macSVGDocumentWindowController];
id svgWebKitController = [macSVGDocumentWindowController svgWebKitController];
id domMouseEventsController = [svgWebKitController domMouseEventsController];
NSPoint currentMouseScreenPoint = [domMouseEventsController currentMouseScreenPoint];
return currentMouseScreenPoint;
}
@end
#pragma clang diagnostic pop
```
|
The western or Arfak parotia (Parotia sefilata) is a medium-sized, approximately 33Β cm long, bird-of-paradise with a medium-length tail.
Parotia comes from the Greek parotis, a lock or curl of hair by the ear, alluding to the head wires. The specific name sefilata is derived from the Latin word 'sex', meaning six, and filum, a thread or filament.
Description
Like other birds-of-paradise, the western parotia is sexually dimorphic. The male has jet black plumage, with striking iridescent scale-like golden-green breast shields and triangular silver feathers on its crown. The occipital plumes (or head wires) arise from above and behind the eyes, with three long erectile wire-like plumes with smaller spatulate tips, above and behind each eye. As with most members of the family, the female is unadorned and has brown plumage. The species is similar to Lawes's parotia (Parotia lawesii).
Distribution
The western parotia is found only in the mountain forests of Vogelkop and the Wandammen Peninsula of Western New Guinea.
Behaviour
The species is polygynous. Males presumably perform a series of courtship displays on terrestrial courts in exploded leks.
In courtship display, the male performs a ballerina-like dance with its elongated black plumes spread skirt-like, right below the iridescent breast shield. During the spectacular dance, he shakes his head and neck rapidly to show the brilliance of his inverted silver triangle-shaped head adornment to attending females.
The nest is built and attended by the female alone; the breeding season is largely unknown.
The diet consists mainly of fruits such as figs, and arthropods.
Status
A widespread and common species throughout its range, the western parotia is evaluated as Least Concern on the IUCN Red List of Threatened Species. It is listed in Appendix II of CITES.
References
External links
BirdLife Species Factsheet
Audio and Video from the Macaulay Library
Parotia
Birds of Western New Guinea
Birds described in 1781
Endemic birds of Indonesia
Taxa named by Thomas Pennant
Vogelkop montane rain forests
|
The 1971β72 Washington State Cougars men's basketball team represented Washington State University for the 1971β72 NCAA college basketball season. Led by first-year head coach BobΒ Greenwood, the Cougars were members of the Pacific-8 Conference and played their home games on campus at Bohler Gymnasium in Pullman, Washington.
The Cougars were overall in the regular season and in conference play, seventh in the standings.
Hired in July to succeed Marv Harshman, Greenwood was an assistant at Iowa for a year and before that the head coach at Washington University in St. Louis; he resigned from WSU in mid-March, after just one season. Assistant coach Dale Brown became the head coach at LSU a week later, and freshman coach HomerΒ Drew went with him to BatonΒ Rouge.
George Raveling, an assistant at Maryland under Lefty Driesell, was hired by WSU athletic director Ray Nagel a few weeks later in April, and led the Cougar program for eleven years.
References
External links
Sports Reference β Washington State Cougars: 1971β72 basketball season
Washington State Cougars men's basketball seasons
Washington State Cougars
Washington State
Washington State
|
Peak House may refer to:
England
Peak House, Sidmouth
United States
Peak House (Bedford, Kentucky), listed on the National Register of Historic Places (NRHP) in Trimble County
Peak House (Medfield, Massachusetts), NRHP-listed
|
Murray Brodie (born 26 September 1950) is a Scottish former professional footballer who played as a midfielder, making over 400 career appearances.
Career
Born in Glasgow, Brodie played for Cumbernauld United, Leicester City, Aldershot and Basingstoke Town.
References
1950 births
Living people
Scottish men's footballers
Cumbernauld United F.C. players
Leicester City F.C. players
Aldershot F.C. players
Basingstoke Town F.C. players
English Football League players
Footballers from Glasgow
Men's association football midfielders
|
Alternanthera subscaposa, synonym Lithophila subscaposa, is a species of plant in the family Amaranthaceae. It is endemic to the GalΓ‘pagos Islands.
References
subscaposa
Flora of the GalΓ‘pagos Islands
Vulnerable plants
Taxonomy articles created by Polbot
|
```smalltalk
//
// ASCompat.cs
//
// Authors:
// Alex Soto <alexsoto@microsoft.com>
//
//
#if !XAMCORE_5_0
#nullable enable
using Foundation;
using ObjCRuntime;
using System;
using System.Threading.Tasks;
#if !NET
using NativeHandle = System.IntPtr;
#endif
namespace AuthenticationServices {
#if MONOMAC
public partial class ASAuthorizationProviderExtensionRegistrationHandler {
public override NativeHandle ClassHandle => throw new InvalidOperationException (Constants.BrokenBinding);
#if !NET
public Task<ASAuthorizationProviderExtensionRegistrationResult> BeginDeviceRegistrationAsync (ASAuthorizationProviderExtensionLoginManager loginManager, ASAuthorizationProviderExtensionRequestOptions options) => throw new InvalidOperationException (Constants.BrokenBinding);
public Task<ASAuthorizationProviderExtensionRegistrationResult> BeginUserRegistrationAsync (ASAuthorizationProviderExtensionLoginManager loginManager, string userName, ASAuthorizationProviderExtensionAuthenticationMethod authenticationMethod, ASAuthorizationProviderExtensionRequestOptions options) => throw new InvalidOperationException (Constants.BrokenBinding);
#else
public virtual Task<ASAuthorizationProviderExtensionRegistrationResult> BeginDeviceRegistrationAsync (ASAuthorizationProviderExtensionLoginManager loginManager, ASAuthorizationProviderExtensionRequestOptions options) => throw new InvalidOperationException (Constants.BrokenBinding);
public virtual Task<ASAuthorizationProviderExtensionRegistrationResult> BeginUserRegistrationAsync (ASAuthorizationProviderExtensionLoginManager loginManager, string userName, ASAuthorizationProviderExtensionAuthenticationMethod authenticationMethod, ASAuthorizationProviderExtensionRequestOptions options) => throw new InvalidOperationException (Constants.BrokenBinding);
#endif // !NET
}
public static partial class ASAuthorizationProviderExtensionRegistrationHandler_Extensions {
public static Task<ASAuthorizationProviderExtensionRegistrationResult> BeginDeviceRegistrationAsync (this IASAuthorizationProviderExtensionRegistrationHandler This, ASAuthorizationProviderExtensionLoginManager loginManager, ASAuthorizationProviderExtensionRequestOptions options) => throw new InvalidOperationException (Constants.BrokenBinding);
public static Task<ASAuthorizationProviderExtensionRegistrationResult> BeginUserRegistrationAsync (this IASAuthorizationProviderExtensionRegistrationHandler This, ASAuthorizationProviderExtensionLoginManager loginManager, string userName, ASAuthorizationProviderExtensionAuthenticationMethod authenticationMethod, ASAuthorizationProviderExtensionRequestOptions options) => throw new InvalidOperationException (Constants.BrokenBinding);
}
#endif // MONOMAC
}
#endif // !XAMCORE_5_0
```
|
Kris Osborn (born May 16, 1969) is a journalist, military expert, and former news anchor. He worked at CNN Headline News from 2001 to 2004 as an anchor, and specialized in military issues. He has worked as a reporter for KSTP-TV in Minneapolis and a correspondent for Entertainment Tonight. He has written articles for the Washington Times and reported for KO NewsMachine, an independent news-content company. He has appeared as an expert military guest on MSNBC and Fox News.
Biography
Born in Cincinnati, Ohio, Osborn spent most of his childhood in Gloucester, Massachusetts. His parents divorced when he was quite young, and he and his brother spent most of their time living with their father, a psychiatrist, and their stepmother. Osborn also has two stepsisters from his father's second marriage. His mother was murdered in 1991, when he was a junior in college.
He attended Suffield Academy, a co-educational boarding school in Suffield, Connecticut. Osborn is a 1992 graduate of Kenyon College, in Gambier, Ohio, where he pursued a double major in English and political science and was a member of the swim team, on which he earned three NCAA championships and ten All-American honors. He went on to earn his master's degree in comparative literature from Columbia University and initially planned to be a college professor.
At the same time he was in graduate school, Osborn worked as a reporter for Channel One News in Los Angeles. One of the first stories he covered was the Oklahoma City bombing. From Channel One, where he worked for four years, he went on to Fox News in 1998 as a New York correspondent, where he worked as general assignment anchor and contributor to the Fox News website. In July 2001, he joined CNN Headline News as a primetime general assignment anchor covering technology news and quickly became known for his coverage of military stories. While at CNN, Osborn reported extensively on the 9/11 terrorist attacks and the United States war in Afghanistan. He left the network in February 2004 and joined Entertainment Tonight in June 2004 as a correspondent, where he covered the Democratic National Convention. He was no longer associated with Entertainment Tonight, however, by the following November. From 2006 through 2009, Osborn wrote for Defense News. Osborn also worked for the United States Army as a Highly Qualified Expert (HQE). He currently serves as Managing Editor of Warrior Maven, a military-specific news site focused on weapons, emerging technology and military history. Osborn also serves as Defense Editor for The National Interest.
Osborn is an avid reader, athlete, and sports fan. He also is a fan of the heavy-metal rock bands Metallica and Judas Priest as well as the English romantic poet William Wordsworth.
https://www.businesswire.com/news/home/20180130005570/en/Military-Expert-Kris-Osborn-Brings-Warrior-Maven%E2%80%99s
References
External links
"Broadcast news: Kris Osborn '92 aims for academics but lands at CNN"
American television journalists
Kenyon College alumni
Columbia Graduate School of Arts and Sciences alumni
1969 births
Living people
Television personalities from Cincinnati
CNN people
American male journalists
Journalists from Ohio
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Mazirbe ( or , ) is a village place in Kolka Parish, Talsi Municipality, Latvia 18Β km southwest of Kolka. It is one of twelve Livonian villages on Β - the Livonian Coast. Mazirbe is the cultural capital of the Livonians.
The modern Livonian flag (introduced in the 1920s) is green for the forests, white for the sandy beaches of the coast, and blue for the sea. Since the cultural awakening known as the Atmoda, it has flown over the Livonian House of the People ( or , ), a cultural centre dating from 1938 built in the heart of the village with the support of linguistic cousins in Hungary, Finland and Estonia. Inside is a small museum showing photos of past generations of Livonians. On the first Sunday of August there is a Livonian gathering here, culminating in a procession to the beach where a wreath is cast into the sea in remembrance of fishermen who have met watery deaths. A camp for young people where only Livonian is spoken is held for a week beforehand. The Mazirbe plague stone is a unique feature of the village.
See also
Livonian people
References
External links
Towns and villages in Latvia
Talsi Municipality
Courland
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Jean FranΓ§ois Sylvestre Denis de Trobriand (7 June 1765 β 16 March 1799) was a French naval officer and navigator who particularly distinguished himself during the expedition of d'Entrecasteaux to Australasia (1791β94). The Trobriand Islands in Papua New Guinea were named after him.
Biography
Born in FinistΓ¨re, Trobriand came from an aristocratic family from Brittany. He was one of three children of Jean FranΓ§ois Sylvestre Denis, count of Trobriand (1729β1810) and Jeanne Charlotte Le Gris du Clos (1735β?). He joined the French Navy and became a midshipman in 1780, initially serving under Bougainville and taking part in the American War of Independence.
In 1791, he embarked as a first lieutenant on the Espérance, a ship captained by Jean-Michel Kermadec. Espérance was one of two vessels of an expedition mounted by d'Entrecasteaux, to search for an earlier expedition led by Jean-François Lapérouse, which had not been heard from since 1788. The d'Entrecasteaux expedition explored parts of the Australian coast, Tasmania, New Caledonia, the Solomon Islands, Vanuatu, and, in what is now Papua New Guinea, the Admiralty Islands, before heading to Ambon in the Moluccas to take on supplies. It then returned towards Australia. The death of Kermadec in New Caledonia led to a decision to return to France. En route, the ships passed through the Louisiade Archipelago whose islands include some subsequently named after Trobriand.
Visiting Surabaya on their way back to France, and unaware of the Franco-Dutch War, the surviving crews of both vessels were detained and their ships confiscated and broken up. Trobriand was taken to the Netherlands and only returned to France in 1797. There he was appointed Commander and sailed for Saint-Domingue, where he died in 1799, possibly as a result of poisoning ordered by Toussaint Louverture during the Haitian Revolution.
References
French explorers
French explorers of the Pacific
French Navy officers
French navigators
History of Papua New Guinea
Trobriand Islands
Maritime exploration of Australia
1765 births
1799 deaths
French military personnel of the American Revolutionary War
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You Hurt My Feelings is a 2023 American comedy-drama film written, directed and produced by Nicole Holofcener. It stars Julia Louis-Dreyfus, Tobias Menzies, Michaela Watkins, Arian Moayed and Jeannie Berlin.
The film was shot in New York City in May 2022. It had its world premiere at the 2023 Sundance Film Festival on January 22, 2023, and was released in the United States on May 26, 2023, by A24.
Summary
Beth is a successful memoirist and teacher, who has recently written her first fiction novel. She is in a loving marriage with Don (Tobias Menzies), a therapist. Don struggles with feeling self-conscious over aging and struggles with his patients, many of whose problems he is not engaged with.
Beth's agent tells her that her novel needs multiple revisions causing her to doubt her work. She is reassured by Don, who has read a draft of the work and suggests she seek out other representation with someone who is more enthusiastic about her.
While out shopping for socks, Don confesses to Mark, Beth's brother-in-law, that he does not like Beth's novel but feels he cannot be honest with Beth, a conversation which Beth inadvertently overhears, when Beth and her sister Sarah (Michaela Watkins) enter the store to greet their husbands. Beth's faith in their relationship is shaken. Her sister, Sarah, Mark's wife, tries to reassure her that she occasionally has to lie to her husband, an actor, about his performances. This does not reassure Beth.
Beth continues to struggle and acts out towards Don. At Mark's birthday dinner, she finally reveals to Don that she overheard what he said. Though he tries to tell Beth she was missing context, he eventually reveals that he does not like her book but did not want to discourage her as it was only his opinion.
When Eliot, Beth and Don's son, accuses Beth of putting pressure on him to be extraordinary, Don and Beth finally talk out their differences. They talk about white lies they have told each other and Beth realizes that part of the way she reacts is due to the verbal abuse her controlling father put her through as a child. She seeks out a new agent who is enthusiastic about her work.
One year later, Beth's novel is published. Don and Beth, now reconciled, celebrate their anniversary. Don decides to go through a major change which is under eye surgery and Beth lies to him and tell him he's going to look great.
Cast
Julia Louis-Dreyfus as Beth, a novelist who also teaches writing classes
Tobias Menzies as Don, a therapist and Beth's husband
Michaela Watkins as Sarah, Beth's sister
Arian Moayed as Mark, Sarah's husband
Owen Teague as Eliot, Beth and Don's son
Jeannie Berlin as Georgia, Beth and Sarah's mother
Amber Tamblyn as Carolyn
David Cross as Jonathan
Zach Cherry as Jim
Sarah Steele as Frankie
LaTanya Richardson Jackson as Sylvia
Sunita Mani as Dr. Allen
Deniz Akdeniz as Vince
Clara Wong as Ali
Production
In October 2021, it was announced Julia Louis-Dreyfus would star in and produce the film, then titled Beth and Don, with Nicole Holofcener directing from a screenplay she wrote. In May 2022, Tobias Menzies, Michaela Watkins, Arian Moayed, Owen Teague, Jeannie Berlin, David Cross and Amber Tamblyn joined the cast of the film.
Principal photography began in May 2022, in New York City. Cinematographer Jeffrey Waldron said, "I worked to build a natural, inviting New York look that didn't distract from the unfolding story, but brought cinematic punctuation to its important human moments". To achieve this, he used an Arri Alexa Mini camera with custom-adjusted Panavision Primo lenses. In order to make the film feel "filmic, human and handmade", he further softened and reduced contrast in prep with the help of a custom film emulation LUT.
Release
A24 picked up the U.S. distribution rights at the 2021 American Film Market. The film premiered on January 22, 2023, at the Sundance Film Festival. It was released theatrically on May 26, 2023.
Reception
Box office
In the United States and Canada, You Hurt My Feelings was released alongside The Little Mermaid, Kandahar, The Machine, and About My Father, and was projected to gross around $1 million from 912 theaters over its four-day Memorial Day opening weekend. The film grossed $474,000 on its first day, and debuted to $1.4 million over the 3-day weekend (and $1.8 million over the four-day frame).
Critical response
Audiences surveyed by PostTrak gave the film an overall 75% positive score, with 42% saying they would definitely recommend it.
References
External links
2023 comedy-drama films
2023 films
2023 independent films
2020s American films
2020s English-language films
A24 (company) films
American comedy-drama films
American independent films
English-language comedy-drama films
FilmNation Entertainment films
Films directed by Nicole Holofcener
Films scored by Michael Andrews
Films shot in New York City
Films with screenplays by Nicole Holofcener
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Desmoscolecida is an order of marine nematodes. In a worm of this order, the body tapers towards each end and is marked by a number of well-defined ridges. Their number varies in the different species. The head bears four movable setae, and some of the ridges bear a pair either dorsally or ventrally. Two pigment spots between the fourth and fifth ridges are regarded as eyes. The Desmoscolecida move by looping their bodies like geometrid caterpillars or leeches, as well as by creeping on their setae. The mouth is terminal, and leads into a muscular oesophagus which opens into a straight intestine terminating in an anus, which is said to be dorsal in position. The sexes are distinct. The testis is single, and its duct opens into the intestine and is provided with two chitinous spicules. The ovary is also single, opening independently and anterior to the anus. The nervous system is as yet unknown.
Genera include Desmoscolex, Greeffiella, and Tricoma.
References
Paolo Panceri, Atti dell'Accademia Pontaniana (previously, Atti della SocietΓ pontaniana di Napoli). vii. (1878)
Richard Greeff, Archiv fΓΌr Naturgeschichte 35 (i.) (1869), p.Β 112. (A. E. S.)
Nematode orders
Chromadorea
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The 1942β43 New York Rangers season was the franchise's 17th season. During the regular season, the Rangers posted an 11β31β8 record and finished with 30 points. The Rangers finished in last place in the NHL.
Regular season
Final standings
Record vs. opponents
Schedule and results
|- align="center" bgcolor="#FFBBBB"
| 1 || 31 || @ Toronto Maple Leafs || 7β2 || 0β1β0
|-
|- align="center" bgcolor="#FFBBBB"
| 2 || 5 || @ Detroit Red Wings || 12β5 || 0β2β0
|- align="center" bgcolor="#CCFFCC"
| 3 || 7 || Montreal Canadiens || 4 β 3 OT || 1β2β0
|- align="center" bgcolor="#FFBBBB"
| 4 || 8 || @ Montreal Canadiens || 10β4 || 1β3β0
|- align="center" bgcolor="#CCFFCC"
| 5 || 10 || Chicago Black Hawks || 5 β 3 OT || 2β3β0
|- align="center" bgcolor="#FFBBBB"
| 6 || 14 || @ Boston Bruins || 5β3 || 2β4β0
|- align="center" bgcolor="#FFBBBB"
| 7 || 15 || Boston Bruins || 4β3 || 2β5β0
|- align="center" bgcolor="#FFBBBB"
| 8 || 19 || Toronto Maple Leafs || 7β3 || 2β6β0
|- align="center" bgcolor="white"
| 9 || 22 || Detroit Red Wings || 4β4 || 2β6β1
|- align="center" bgcolor="#CCFFCC"
| 10 || 26 || @ Chicago Black Hawks || 2β1 || 3β6β1
|- align="center" bgcolor="#FFBBBB"
| 11 || 28 || @ Toronto Maple Leafs || 8β6 || 3β7β1
|- align="center" bgcolor="#CCFFCC"
| 12 || 29 || Boston Bruins || 3β2 || 4β7β1
|-
|- align="center" bgcolor="#FFBBBB"
| 13 || 3 || @ Chicago Black Hawks || 3β1 || 4β8β1
|- align="center" bgcolor="#FFBBBB"
| 14 || 6 || @ Boston Bruins || 5β4 || 4β9β1
|- align="center" bgcolor="#FFBBBB"
| 15 || 13 || Montreal Canadiens || 7β3 || 4β10β1
|- align="center" bgcolor="#FFBBBB"
| 16 || 17 || Boston Bruins || 7β3 || 4β11β1
|- align="center" bgcolor="white"
| 17 || 19 || @ Montreal Canadiens || 1β1 || 4β11β2
|- align="center" bgcolor="#FFBBBB"
| 18 || 20 || Toronto Maple Leafs || 8β2 || 4β12β2
|- align="center" bgcolor="#CCFFCC"
| 19 || 25 || @ Detroit Red Wings || 3β1 || 5β12β2
|- align="center" bgcolor="#CCFFCC"
| 20 || 27 || Toronto Maple Leafs || 3β1 || 6β12β2
|- align="center" bgcolor="#CCFFCC"
| 21 || 29 || @ Boston Bruins || 5β3 || 7β12β2
|- align="center" bgcolor="#FFBBBB"
| 22 || 31 || Detroit Red Wings || 2β0 || 7β13β2
|-
|- align="center" bgcolor="#FFBBBB"
| 23 || 1 || @ Chicago Black Hawks || 6β5 || 7β14β2
|- align="center" bgcolor="white"
| 24 || 3 || Chicago Black Hawks || 3β3 || 7β14β3
|- align="center" bgcolor="white"
| 25 || 7 || @ Detroit Red Wings || 2β2 || 7β14β4
|- align="center" bgcolor="#FFBBBB"
| 26 || 10 || Montreal Canadiens || 7β4 || 7β15β4
|- align="center" bgcolor="#FFBBBB"
| 27 || 14 || Detroit Red Wings || 4β1 || 7β16β4
|- align="center" bgcolor="#FFBBBB"
| 28 || 16 || @ Boston Bruins || 7β5 || 7β17β4
|- align="center" bgcolor="#FFBBBB"
| 29 || 17 || Boston Bruins || 6β3 || 7β18β4
|- align="center" bgcolor="#FFBBBB"
| 30 || 21 || @ Toronto Maple Leafs || 7β4 || 7β19β4
|- align="center" bgcolor="white"
| 31 || 23 || @ Montreal Canadiens || 5β5 || 7β19β5
|- align="center" bgcolor="#FFBBBB"
| 32 || 24 || @ Detroit Red Wings || 7β0 || 7β20β5
|- align="center" bgcolor="#FFBBBB"
| 33 || 28 || @ Chicago Black Hawks || 10β1 || 7β21β5
|- align="center" bgcolor="#FFBBBB"
| 34 || 31 || Boston Bruins || 7β2 || 7β22β5
|-
|- align="center" bgcolor="white"
| 35 || 4 || Chicago Black Hawks || 1β1 || 7β22β6
|- align="center" bgcolor="#FFBBBB"
| 36 || 6 || @ Toronto Maple Leafs || 3β2 || 7β23β6
|- align="center" bgcolor="#FFBBBB"
| 37 || 7 || @ Chicago Black Hawks || 8β4 || 7β24β6
|- align="center" bgcolor="white"
| 38 || 14 || Toronto Maple Leafs || 4β4 || 7β24β7
|- align="center" bgcolor="#FFBBBB"
| 39 || 18 || Detroit Red Wings || 5β4 || 7β25β7
|- align="center" bgcolor="#FFBBBB"
| 40 || 20 || @ Montreal Canadiens || 6β1 || 7β26β7
|- align="center" bgcolor="#CCFFCC"
| 41 || 21 || Montreal Canadiens || 6β1 || 8β26β7
|- align="center" bgcolor="#CCFFCC"
| 42 || 25 || Chicago Black Hawks || 7β4 || 9β26β7
|- align="center" bgcolor="#FFBBBB"
| 43 || 27 || @ Detroit Red Wings || 7β1 || 9β27β7
|- align="center" bgcolor="#FFBBBB"
| 44 || 28 || Detroit Red Wings || 5β1 || 9β28β7
|-
|- align="center" bgcolor="#CCFFCC"
| 45 || 2 || @ Toronto Maple Leafs || 4β0 || 10β28β7
|- align="center" bgcolor="#FFBBBB"
| 46 || 4 || Montreal Canadiens || 7β2 || 10β29β7
|- align="center" bgcolor="white"
| 47 || 7 || Toronto Maple Leafs || 5β5 || 10β29β8
|- align="center" bgcolor="#CCFFCC"
| 48 || 14 || Chicago Black Hawks || 7β5 || 11β29β8
|- align="center" bgcolor="#FFBBBB"
| 49 || 16 || @ Boston Bruins || 11β5 || 11β30β8
|- align="center" bgcolor="#FFBBBB"
| 50 || 18 || @ Montreal Canadiens || 6β3 || 11β31β8
|-
Playoffs
The Rangers finished last in the NHL and failed to qualify for the 1943 Stanley Cup playoffs.
Player statistics
Skaters
Goaltenders
β Denotes player spent time with another team before joining Rangers. Stats reflect time with Rangers only.
β‘Traded mid-season. Stats reflect time with Rangers only.
See also
1942β43 NHL season
References
New York Rangers seasons
New York Rangers
New York Rangers
New York Rangers
New York Rangers
Madison Square Garden
1940s in Manhattan
|
Kirov Railway Station is the primary passenger railway station for the city of Kirov in Russia and an important stop along the Trans-Siberian Railway.
Trains
Major domestic routes
Moscow β Vladivostok
Moscow β Beijing
Moscow β Ulaanbaatar
Moscow β Perm
Moscow β Novy Urengoy
Moscow β Khabarovsk
Novosibirsk β Minsk
Moscow β Ulan Ude
Kirov β Saint Petersburg
Adler β Vorkuta
International routes
References
Railway stations in Kirov Oblast
Trans-Siberian Railway
Railway stations in the Russian Empire opened in 1899
1899 establishments in the Russian Empire
Gorky Railway
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The Western Tri-State League was a professional baseball league, which was formed in 1912, and disbanded in 1914. It was a Class D league. Over its three-year existence, the league featured six teams from six different cities in Oregon, Idaho, and Washington. Two teams, the Pendleton Buckaroos, and the Walla Walla Bears, spent all three seasons in the league. The Pendleton Buckaroos won two league championships, the first coming in 1912, and the other in 1914. The Walla Walla Bears won the first-half league championship in 1913, while the Boise Irrigators were the second half champions. In 1913, the league opened with six teams, two more than the previous year. However, early into the league, two teams were dropped due to financial strains. In 1915, the league folded. Initially, it was attributed to financial difficulties. However, it was later said to be issues with the relations of team owners.
League history
1912 season
In 1912, the Western Tri-State League was recognized by the National Association of Professional Baseball Leagues, and classified as a Class D league. The league president was W. N. Sweet. The league opened with four teams: the Boise Irrigators, who represented Boise, Idaho; the La Grande Pippins, who represented La Grande, Oregon; the Pendleton Buckaroos, who represented Pendleton, Oregon; and the Walla Walla Bears, who represented Walla Walla, Washington. At the end of the 1912 season, the Pendleton Buckaroos won the league championship with a .622 winning percentage. Four players in the Western Tri-State League that season would eventually go on to play in Major League Baseball. Those players were Bob Smith, and Carl Mays of the Boise Irrigators; and Bob Jones, and Paul Strand of the Walla Walla Bears.
1913 season
At the start of the 1913 season, it was announced that there would be an addition of two teams to the Western Tri-State League. Those teams were the Baker City Golddiggers, of Baker City, Oregon; and the North Yakima Braves, of Yakima, Washington. Furthermore, the La Grande club changed their name from the Pippins to the Spuds. The league had considered adding a team in Spokane, Washington, but ruled it out until the 1914 season. W. N. Sweet returned as the league president. Early in the year, it was announced that two teams would be dropped from the league, to make it more economically effective to run the circuit. The teams that were cut were the newly formed Baker City Golddiggers, and the established Pendleton Buckaroos. In May, it was announced by league officials that the league's season would be split up into two halves. The intention of this move was to stimulate interests, and lower the cost of operation.
The Walla Walla Bears finished the first half of the season in first place with a record of 45β20. They were followed by the Boise Irrigators (40β23) in second, the Pendleton Buckaroos in third (31β29), and the North Yakima Braves (30β34) in fourth. During the second half of the season, the Boise club took home the pennant, finishing with a 32β22 record. They were followed by the second-place North Yakima club (27β27), the third-place Walla Walla club (26β28), and the fourth-place Pendleton club (23β31). Eight players who spent the 1913 season in the Western Tri-State League went on to play in Major League Baseball. Those players were Con Starkel of the Baker City club; Dad Clark, and Steve Melter of the Boise club; Milo Netzel of the North Yakima club; Howie Haworth, and Don Rader of the Pendleton club; and Elmer Leonard, and Earl Sheely of the Walla Walla club.
1914 season, and disbanding
Before the start of the 1914 season, it was announced that the Boise Irrigators were leaving the Western Tri-State League, and joining the Union Association. Therefore, W. N. Sweet, the president of the league, and president of the Boise club resigned his post. Before the start of the season, L. M. Brown, the secretary of the Western Tri-State League, announced that the league would be adopting a 98-game schedule, and that they would be adding another team due to the absence of Boise. Over a dozen requests were sent to secretary Brown requesting a baseball team. Brown selected Baker City, Oregon as the location for the new franchise.
Local reports speculated that the 1914 season would be the league's most successful. In Walla Walla, Washington, the cities public schools were dismissed early, and admitted to the Walla Walla Bears game for free. There was also a parade, which led to the ball park. Attendance for all of the clubs opening day games were record-breaking that year. The Pendleton Walla Walla, Washington Minor League City Encyclopedia won the league title that season with a 59β37 record. In second place were the Walla Walla Bears with a record of 53β43. Behind them were the Baker City Miners with a 44β52 record. The North Yakima Braves, with a record of 36β50, finished last. Four players in the league that season had an MLB appearance some time in their professional career. Those players were: Ray French, and Suds Sutherland of the Baker City club; Ed Mensor of the Pendleton club; and Earl Sheely of the Walla Walla club.
Before the start of the 1915 season, the Western Tri-State League failed to raise enough money to operate their league, effectively ending the league. League president Roy W. Ritner later stated that the failure of the league was due to the North Yakama, and Walla Walla clubs who did not want to work together.
Teams
References
Defunct minor baseball leagues in the United States
1912 establishments in the United States
1914 disestablishments in the United States
Sports leagues established in 1912
Baseball leagues in Idaho
Baseball leagues in Oregon
Baseball leagues in Washington (state)
Sports leagues disestablished in 1914
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The Quiet Feather was a not-for-profit magazine that served as a showcase for new writing, illustration, photography and poetry. There were nine issues in all, published at somewhat irregular intervals between December 2003 and July 2007. The magazine featured short stories, poetry, travel writing, cartoon strips, lyrics and interviews with writers and musicians. The magazine is published in Cumbria, England, but included work from a worldwide network of contributors and subscribers. Back issues remain available through the magazine's website.
See also
List of literary magazines
External links
The Quiet Feather website
2003 establishments in the United Kingdom
2007 disestablishments in the United Kingdom
Lifestyle magazines published in the United Kingdom
Defunct literary magazines published in the United Kingdom
Magazines established in 2003
Magazines disestablished in 2007
Photography magazines
Poetry magazines published in the United Kingdom
Irregularly published magazines published in the United Kingdom
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